国台东大学教育学系课程与教学所 硕士文
指导教授:黄琇屏
博士
国小一级注音符号教学之研究
研 究 生: 许珮仪
撰
中华民国九十七月
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致谢辞
沿著台 11 的海岸线奔驰,美的花激荡著我此刻喜悦与感动的心情.二 ,上的风景恰如进修的过程,有时,阳光盎然的徜徉在学术的殿堂中;有 时,惊涛骇的困顿在学习的挫折;有时,披星戴月在为人道的辛苦中. 终於走到这一刻,我首先要感谢的是指导教授黄琇屏博士,您的谆谆教诲与 耐心指导,循序渐进带我知的浩瀚;感谢口试委员谢琇博士,陈淑芳博 士辟的解与中肯的指教,使文加充实丰富;感谢课程与教学所教授们亲 的提醒与关怀;感谢课程与教学硕士班第一届八位天使家族的成员们,如果没 有你们一上的扶持与鼓,陪伴我渡过挫折与重重关卡,我将没有勇气面对挑 战,克服难关;感谢秀伶,阿徽,ANH MAN,小文,ERIC,艾咪,大人,copy, 百忙之中抽空协助与关心;感谢东山国小同事们的加油与打气,让我心无旁鹜的 求学进修;感谢我的家人,同学,朋友,当我疲惫时,你们就是我最温暖的依靠; 最后,谢谢班上的九个宝贝蛋,以你们学习成长的程,在我的文下最美 好的足迹. 课程与教学所记我的欢笑与水,台 11 线刻画我的耕耘与收获,我将永 远怀这段教学相长的时光. 珮仪 谨志 2007.07.10
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国小一级注音符号教学之研究
摘要
本研究主要目的在探究一级学童於学前阶段,一级阶段注音符号的学习 况,从中发现学生学习过程中所遇到的瓶颈与常犯的错误型,进而提出有效 而具体的教学策,提升学生的学习成效. 研究对象为台东县东山国小一级九位学童,透过问卷了解学生基本资, 家庭背景,注音符号的学习经验与程;经由访谈幼稚园师,了解学生在学前 教育阶段学习注音符号的况.教学前实施「注音符号诊断测验」了解学生先备 经验,并依学生先备经验设计教学内容.注音符号教学期间,以观察,教师思, 文件搜集了解学生学习况.注音符号十周后实施后测,确认学生的学习成效与 与错误型,据以提出有效教学策. 研究结果如下: 一,学前学童对注音符号的认知 学童对注音符号认知有限,且个别差大. 二,一级学童的注音符号困扰 学童在学习上遇到一些困扰,拼音速慢,发音清,解能较弱,家长 支援有限. 三,学童注音符号常犯错误型 学童常犯的错误型有声调混淆,发音错误,形相似混淆,熟悉符号 四,教师可运用的有效教学策 教师可运用弹性时间,延长注音符号教学周,教材的编选运用合宜的口诀 与心像,选择符合学生生活经验的教材,采用个别化教学,促进亲师沟通等.
关键词:注音符号,错误型,教学策
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The Study of Teaching Mandarin Phonetic Symbols for First-Grade Students in Elementary School
Abstract
The main goal of this research is to observe the situations of students learning mandarin phonetic symbols at pre-school and first-grade. Reading the situations, we can find the difficulties and mistakes of learning process. For this, I suggest few effective teaching methods to result these problems and to advance the outcomes of learning.
The research group are first grade students from Dong-San elementary school in Taitung county. A survey was conducted before the study which recorded student experience with phonetic symbols, personal information, family background, and student's kindergarten school teacher's feedback regarding these students' phonetic foundation. Students have to take a phonetic diagnostic test before this study. This study then designs teaching material according to the students' requirements. These materials are then being experimented in the actual teaching class. During the teaching phase the students' learning curve was observed, and recorded through the sharing of their homework. After 10 weeks of learning, students will be asked to take another mandarin phonetic ability diagnostic test to confirm the progress made by the students and once again categorize mistakes they still make. The teaching material and strategy are then being redesigned to improve the efficiency of the phonetic instruction. Results of the study: 1. Pre-school students knowledge of the phonetic symbols a. Very limited and unequal 2. First grade students' difficulties a. Phonetic Transcription is slow b. Incorrect pronunciation c. Poor ability to understand the instruction

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