印尼和緬甸僑生漢字教學與書寫成效研究—以國立臺灣師範大學僑生先修部為例

Abstract

漢字教學對非漢字文化圈的僑生充滿挑戰，因為僑生的母語書寫系統與漢 字有很大差異。僑生來臺後，為了順利銜接高等教育，必須具備識字和書寫漢字的能力。本研究旨在幫助僑生提升漢字書寫能力。本研究採用《漢字積木 2》與《我也繪漢字 1》和《我也繪漢字 2》教材，作為「字本位」教學的教材，選取 48 個漢字共涵蓋三個單元進行教學。研究中 比較了兩種漢字書寫教學法:一種是「3 合 1 漢字教學法」，該方法結合了鍵接 圖教學、筆順教學與部件教學，另一種則為僑生在母國熟悉的漢字筆順教學 法。本研究採用行動研究法、實驗研究法及問卷調查法進行分析。實驗一採 2X2 二因子相依變異數設計，探討漢字教學法(3 合 1、筆順)與筆畫數(多筆 畫、少筆畫)對漢字書寫在 8 週後的立即與延宕成效的影響，並檢視教學法與筆畫數是否有交互作用。實驗二則採 2X2 二因子混合變異數設計，分析印尼與緬甸僑生在兩種教學法下的學習成效差異及交互作用。本研究之結果顯示，在立即測驗中，3 合 1 漢字教學法的書寫成效顯著高於 筆順教學法，且筆畫多寡對漢字書寫成效未產生顯著影響。然而，在延宕測驗 中，筆畫較少的漢字書寫成效顯著高於筆畫較多的漢字。同時，無論是在立即 測驗還是延宕測驗中，3 合 1 漢字教學法均展現出更高的教學成效。研究還顯 示，緬甸僑生的漢字學習成效顯著高於印尼僑生。此外，問卷調查結果顯示， 印尼與緬甸僑生對 3 合 1 漢字書寫教學法的偏好度高於筆順教學法。Teaching Chinese characters poses significant challenges for overseas students from non-Chinese cultural backgrounds due to the considerable differences between their native writing systems and Chinese characters. Upon arriving in Taiwan, these students must acquire the ability to read and write Chinese characters to successfully integrate into higher education. This study aims to assist these students in improving their ability to write Chinese characters.The research used the textbook Chinese Characters: Building Blocks 2 as part of the “Character-based Learning Method II” along with Learning Chinese Characters with Drawing 1 and Learning Chinese Characters with Drawing 2 as teaching materials. A total of 48 Chinese characters were selected across three units for instruction. The study compared two methods for writing Chinese characters: the “3-in-1 Chinese Character Teaching Method”, which combines Chinese character Key-image pictures, stroke order teaching, and character component teaching, and the stroke order method, which is familiar to students from their home countries.This research employs action research, experimental research, and questionnaire surveys for analysis. Experiment 1 uses a 2X2 repeated measures ANOVA design to explore the effects of teaching method (3-in-1, stroke order) and stroke number (more strokes, fewer strokes) on the immediate and delayed effects of writing Chinese characters after 8 weeks, and examines the interaction between teaching method and stroke number. Experiment 2 uses a 2X2 mixed-factorial design to analyze the differences in learning outcomes and interactions between Indonesian and Myanmar students under the two teaching methods.The results of the study show that in the immediate test, the 3-in-1 Chinese character teaching method significantly outperformed the stroke order teaching method, with no significant effect of stroke number on writing outcomes. However, in the delayed test, characters with fewer strokes had significantly better writing outcomes than those with more strokes. In both the immediate and delayed tests, the 3-in-1 teaching method exhibited higher teaching effectiveness. The study also found that Myanmar students had significantly better Chinese character learning outcomes than Indonesian students. Furthermore, the questionnaire results showed that both Indonesian and Myanmar students preferred the 3-in-1 teaching method over the stroke order method.