| Summary: | 碩士 === 臺北市立教育大學 === 中國語文學系 === 99 === According to the teaching circumstances, as the current teaching method of Chinese literacy is dull and the learning efficiency is low, the study designed another teaching method based on the simple character-formation principles after reviewing on the 9-year literacy index and the trend of the literacy teaching researches between the Cross-straits. Simple character-formation principles refer to pictographs, self-explanatory characters, associative compounds and pictophonetic characters. The character teaching methods designed from the simple character-formation principles in this study contain radical method, component method and character-formation method, while for the supplementary characters, there are character-origin relations, relations between the same character-formation methods and relations of the character meanings. The study conducted a 1-year trial before the formal experimental teaching to adjust and confirm the methods. An experimental class was selected during the formal experimental teaching year and the pretest scores from the Vocabulary Rating Scales were used to select the control class. After 24 weeks experimental teaching, the post-test by the Vocabulary Rating Scales and the self-made character meaning test were conducted. The results were acquired from the comparison between the experimental class and the control class.
The results are as follows:
1. Students in Grade 3 could accept the character-formation principles used into the literacy teaching, and there were some teaching effect.
2. Students in Grade 3 could improve the vocabulary effectively after the character-formation principles was introduced into the literacy teaching.
3. The application of character-formation principles in the literacy teaching could consolidate the effect of the characters that they had learnt, and could improve the learning of supplementary characters.
4. Among the effects of the three simple character-formation principles, pictograph was the best, followed by associative compounds and pictophonetic characters.
According to the results of the study, some suggestions are provided to the Ministry of Education, editors of the textbooks, teachers and future researchers. The study has designed the textbook and teaching of simple character-formation principles, and applied the Vocabulary Rating Scales that is used in special teaching field to rate the teaching effects for common students. Therefore, the vocabulary standard made by the Ministry of Education for junior grades is suggested to be increased by 200 characters, which is the innovative point of the study.
|
|---|
