Educational Research Journal



探討「基本字帶字」識字法對小二學生認記漢字能力及興趣的效應

2007.第22卷第1期(Vol. 22 No. 1).pp. 111–133
 

探討「基本字帶字」識字法對小二學生認記漢字能力及興趣的效應

An Exploratory Study of "Words By Words" Teaching Method on Primary Two Students' Competence and Interest of Learning Chinese Words

王少霞、蕭美歡、梁成安(Sio-Ha WONG, Catherine Mei-Fun SIO, & Shing-On LEUNG)

摘要

本研究主要探討利用「基本字帶字」識字法對澳門小二學生認記漢字能力及興趣的效應。用「基本字帶字」及「隨課文分散」兩種方法擬定四次前、後測試試卷及三份問卷,對一班小二學生進行實驗教學,一方面指導他們根據形聲字中形旁表義,聲旁標音的構字規律去認記漢字;另方面則沿用「隨課文分散」識字法進行比較。研究結果顯示,學生使用「基本字帶字」識字法有顯著的效應,並能使他們積極主動地學習,由此可見,「基本字帶字」識字法有助學生增進認記漢字的能力及提高學習識字的興趣。

關鍵詞:基本字帶字;集中識字法;實驗研究法

Abstract

This is an exploratory study of “words by words” teaching method on the competence and interest of learning Chinese words for Primary Two students in Macau. Two teaching methods, the “words by words” and “words from passages” methods, are conducted four times including the pre-test, post-test, and the three questionnaires in an experimental research design implemented on one class of Primary Two students. The “words by words” teaching method uses the characteristics of different parts of Chinese words, while “words from passages” method teaches students according to the context of the passages. It is found that the "words by words" teaching method has marked effects both on the competence and interest of students in learning Chinese words.