| Summary: | 碩士 === 國立屏東教育大學 === 華語文教學碩士學位學程 === 100 === This study is aimed at exploring the effectiveness of Chinese remedial classes for new immigrant parent-child. In this study, action research was implemented in Ministry of Education classes of new Chinese immigrant parents of 10 remedial classes for new immigrant women with children in a 57 hour Chinese language curriculum. The research programs were in three stages. The classes included teaching phonetic symbols, Chinese character recognition, and remedial language teaching and multicultural education.
In the beginning, all the classes were for teaching the parent and child together. The second stage and the third stage were changed though, because of differences in the learning abilities of parents and their children. A discussion meeting was called upon after the completion of stage one. Based on the assessment of the learners’ feedback of the curriculum in stage two, some minor adjustments were made in order to achieve greater learning effectiveness in the action research.
The research was conducted with document file analysis, on-site participant observation, video, audio, interviews of parents, assignments after class, learning feedback form data collection and analysis.
The main conclusions in this study are as follows:
1、Designed to meet the learning needs of new immigrant parents, remedial teaching curriculum planning and integration of multicultural education helped to improve motivation and respect with all the participants.
2. In order to tackle new immigrants’ learning difficulties, the incorporation of Chinese phonetic symbols into the teaching strategies was found effective in helping them improve their language abilities.
3、Parent-child co-learning enhanced learning and promoted intimacy between parents and their children.
4、 Chinese recognition instruction changed new female immigrants’ fixed impression of the difficulty of learning Chinese characters.
5、The biggest challenge of parent-child co-learning of Chinese is the discrepancy of language levels between the parents and the child.
Based on the results, this study makes some suggestions to Chinese teachers, the government, and for future studies.
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