Applying FAHP to the Study of Teaching Hard Pen Calligraphy – A Case Study of an Elementary School Senior-Class Mentor in New Taipei City

• Main Authors: Chen, Yu-Ting, 陳郁婷
• Other Authors: Chen, Wen-Chin
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/6qg67w

碩士 === 中華大學 === 工業管理學系 === 106 === 　　In ancient chinese culture, writing brush was common tool for handwriting. However, because writing tool was getting improved with technology development, hard pen calligraphy became seldomly used in writing tool. From “2018 Directions Govering for the 12-Year Basic Education Curricula”, Ministry of Education had clear instruction on teaching elementary school students to have neat hard pen calligraphy writing. As a result, the pupose of this study was to construct hard pen calligraphy teaching indicators for Elementary School Senior-Class. 　　This study utilized litterature survey to construct related hard pen calligraphy teaching indicators, and applied Analytic Hierarchy Process (AHP) to build up analytical framework. “Delphi Survey” was adopted to build up study framework and initial indicators, and final three main theoretical dimensions for hard pen calligraphy teaching indicators include handwriting skills, character shape structures, and overall penmanship arrangement. There are total 13 sub-indicators for three main theoretical dimensions. The study based on the analytical framework to design questionnaire, and all respondents are elementary School Senior-Class teachers with 10 years more teaching experiences. For the questionnarie result, the study implemented Fuzzy AHP to analyze data , calculate weights of indicators, and interprete analysis result according to impotrance priority. 　　The study result showed that, character shape structures accounted 51.89% of three main theoretical dimensions, penmanship arrangement accounted 37.20%, and handwriting skills accounted 10.91%, which is weighted the lowest dimension. It could be concluded that charaters structures is most crucial factor to hard pen calligraphy teaching for elementary school teachers, and handwriting skills had relatively lower importance. For the sub-indicatos, balance, main strokes and character components were emphasized points when providing instructions. Three sub-indicators with lowest importance were mainly about handwriting skills, and it showed that teachers considered handwriting skills were not be focused when their teaching. The conclusion and suggestion of this study can be utilized for those teachers who study hard pen calligraphy teaching in the future. Keywords: Hard pen calligraphy, AHP, FAHP