電子學習對香港小學生書寫漢字的影響

巢偉儀; 冼俊文; 林偉業; 陳敬萍; 馬嘉敏

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자료유형: 학술저널

저자정보: 巢偉儀冼俊文林偉業陳敬萍馬嘉敏

저널정보: 한국한자한문교육학회 漢字漢文敎育漢字漢文敎育 제1권 제33호

발행연도: 2014.1

수록면: 139 - 167 (29page)

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香港教育當局自上世紀九十年代起開始積極推動資訊科技學習, 然而電子學習是否會影響小學生執筆書寫漢字的表現, 仍然備受爭議. 以電子教材輔助教學的方案, 推行已逾二十載, 惟學者鮮有專注於是項改變所帶來的利弊. 本研究以兩所小學四班小五學生合共80人為研究對象, 透過錄影及分析學生在書寫上下結構․左右結構․全包圍結構․半包圍結構等字的表現, 以測量及比較實驗組(電子學習班)和控制組(傳統學習班)學生書寫漢字的筆順習慣和錯字情況有何不同. 研究資料包括漢字書寫小測試及訪談內容. 研究發現, 從整體而言, 對照組和實驗組的默寫能力和筆順情況都沒有明顯差距. 然而, 實驗組低水平學生的默寫能力, 卻明顯比對照組低水平學生弱. 教師訪談結果顯示, 電子教學對學生書寫漢字的負面影響, 可透過運用恰當的識字教學策略․識字教學評核․識字教學課業, 來減少甚至消除. 反過來說, 要是補救策略不足, 則有可能為低水平學生帶來學習漢字的負面影響, 增加其學習負擔, 故教師運用電子學習的補救策略時, 亦宜多加注意.

The Hong Kong Education Bureau has been actively promoting e-learning since the 90s. However, it is still debatable whether the use of electronic media for learning is of negative influence to primary students’ handwriting for Chinese characters. Ever since the adoption of e-learning, few scholars have paid ample and close attention to the pros and cons derived from the change. This research is based on four classes of 80 primary five students in total as subjects, through video recording and analysis of the performance of students’ handwriting specifically by approaches such as evaluation of top-bottom, left-right and whole-surrounded, semi-surrounded structure of Chinese characters. To measure and compare between the experimental group (learning Chinese characters through electronic materials) and the control group (learning Chinese characters through traditional materials), handwriting of Chinese characters including order of strokes and seriousness of characters mistakes, were studied to see the difference. The research data includes the interviews of the teachers and the results of the Chinese characters writing test. The findings of this research, generally speaking, is that the experimental group has no significant difference in dictation ability and stroke order compared to the control group. However, low-achieving students in the experimental group are found to have lower dictation abilities than that of the control group. The teachers interview show that if the strategies, assessments and assignments of the teaching of literacy are well coordinated, the negative effect of e-learning on writing Chinese characters may be diminished or even eliminated. On the contrary, the insufficiency of corresponding strategies and the subsequent workloads may cause negative effect of learning Chinese character for low-achieving students. Therefore, teachers have to be careful while using corresponding strategies for teaching Chinese characters.

#전자학습 #한자쓰기 #암묵적 쓰기 #필순 #소학생 #e-learning #writing Chinese character #dictation ability #stroke orders #primary students

참고문헌 (30)

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