| Summary: | 碩士 === 國立臺灣師範大學 === 華語文教學系 === 106 === Recently, the method of teaching Chinese Characters has drawn great attention in the field of Chinese Teaching. Studies on different teaching methods and strategies have become hot research issues. How to improve the reading(recognition) and writing ability of students at primary level is considered greatly by teachers and researchers.
Referring to the theory of serial position effect, this study introduced Chinese Characters input and output path models. At the same time, the teaching strategies were divided into two groups, that is, Pronunciation as priority group and Writing as priority group. There is no previous exploration on whether teaching pronunciation first or writing first can mostly benefit Chinese Characters’ reading(recognition) ability and(or) writing ability. Therefore, the researcher used the teaching strategies based on the two models as mentioned before as well as the traditional teaching method of sentence-based teaching to design the research and conduct the empirical research.
The participants of this research were 177 beginning level learners of Chinese language, including Filipino-Chinese and non-Filipino-Chinese, in 8th grade at Grace Christian College, Philippines. After analyzing the data, three conclusions were obtained as follows:
1.The learners who accepted the character-based approach improved their ability of reading(recognition) and writing Chinese Characters more than those accepted sentence-based approach learners.
2.The results of this research consisted with the primary effect theory of serial position effect. The ability of Chinese Characters’ reading(recognition) of students in the Pronunciation as priority group was significantly higher than that of students in other groups. While the ability of Chinese Characters’ writing of students in Writing as priority group was significantly higher than that of students in other groups.
3.In general, the Filipino-Chinese students’ ability of reading(recognition) and writing was significantly higher than that of non-Filipino-Chinese students.
This study may provide a reference for teachers and researchers in Chinese teaching practice.
|
|---|
