| Summary: | 碩士 === 大葉大學 === 教育專業發展研究所 === 103 === The purpose of this study was to explore the effectiveness of Chinese Radical Recognition Instruction applied to word recognition in preschool children. The study adopted an action research applied to 22 preschool children (8 boys and 14 girls). The duration of the research project was10 weeks: four sessions per week with 30 minutes per session. The researcher and assistant teachers collected classroom observation records, interview records, reflective journals, and other related materials for analysis.The results are summarized as follows:
1. The workable strategies for implementing Chinese Radical Recognition Instruction for preschool children include clarifying and modeling, pointing at the words while pronouncing, recognizing words by stickers, learning words through body movements, playing word games, showing literacy booklets, adding remedial teaching, guidance using collocations, using tokens for encouragement, using heterogeneous groups, using phrase books, and applying teaching aids.
2. Chinese Radical Recognition Instruction can effectively improve preschool children’s learning effectiveness on recognizing words. The results of the literacy assessment, the result of the questionnaires for parents, and qualitative feedbacks all pointed out that Chinese Radical Recognition Instruction can effectively improve learning effectiveness.
3. During the process of this research, the preschool children’s interest in and attitudes toward word recognition changed significantly. Their parents in general agreed that Chinese Radical Recognition Instruction could enhance their children’s interest in word recognition and literacy-related learning.
4. Some problems appeared among those children when giving Chinese Radical Recognition Instruction: confusion happened when similarly shaped characters were shown, incorrect use of radicals, difficulties of forming a phrase by using a taught word due to their limited lexicon, and a lack of literacy books.
Some recommendations based on the results are proposed to teachers, preschools, authorities in educational administration, and future researchers.
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