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題名:同儕教導卡通閱讀教學在小一學童識字能力及錯誤類型之研究
作者:陳建榮
作者(外文):Chen, Chien-Zong
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:鐘樹椽
黃聲儀
學位類別:博士
出版日期:2013
主題關鍵詞:同儕教導卡通識字錯誤類型朗讀字幕peer tutoringcartoonword recognitionerror patternsoral readingsubtitle
原始連結:連回原系統網址new window
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本研究以卡通影片為題材,探討結合收看卡通並朗讀對白文字對提昇小一學童識字能力之成效。實驗教學分三組,每組各以一個班級為對象,分為同儕教導朗讀對白讀本組、朗讀對白讀本組及朗讀對白字幕組。受試在實驗教學前後分別接受研究者自編的識字能力測驗,測驗內容是卡通對白的用字,依出現頻率高低排列,測驗方式是看字讀音。結果發現,在接受24節課的卡通閱讀教學後,三個實驗組的教學成效有明顯的差異,其中以同儕教導朗讀對白讀本組的表現最佳,朗讀對白讀本組次之,朗讀字幕組為三組之末。
此外,本研究從學童識字能力測驗中出現的錯誤,進一步歸納錯誤類型,以探討小一學童的識字策略。初步發現,學生的錯誤類型可分為兩類,包括詞彙記憶表徵的運作線索及文字記憶表徵的運作線索。從受試錯誤類型的分析獲得下列結論:
1.詞彙記憶表徵是兒童從口說語言銜接到書面語言的過渡產物。
2.小一學童可能懂得使用類化策略來辨識漢字。
3.小一學童會以聲符部件判斷陌生字的讀音。
4.不同學童面對同一個漢字有不同的解碼策略。
Cartoon film was the subject of this study which was based on the cartoon watching and dialogue oral reading to explore the effect of promoting word recognition ability of first grade students. There were three groups in this experiment, divided into readers group of dialogue oral reading with peers tutoring, readers group of dialogue oral reading, and subtitle group of dialogue oral reading. Each group consists of one class. All students will have word recognition ability tests edited by the researcher before and after the experiment. The contents of these tests were composed of the words from cartoon dialogue according to its frequency of occurrence, and the testing way was to read and pronounce these words. As a result, after receiving the 24 classes of cartoon reading learning, comparing with these groups, there were significant different effects of teaching among them. The readers group of dialogue oral reading with peers tutoring was rated a good performance, the second one was readers group of dialogue oral reading, and the last one was subtitle group of subtitle oral reading.
Besides, this study also found out some errors in the words recognition testing and then concluded them to discuss the strategy of word recognition for first grade students. In the initial discovery, the two kinds of errors patterns were Using Clues from Memory Representation of Phrases and Using Clues from Memory Representation of Characters. We have the following conclusion by analyzing these error patterns:
1.Memory Representation of Phrases was a transition thing from Children’s spoken language to written language.
2.The first grade students may know how to recognize the Chinese character by means of generalization strategy.
3.The first grade students may recognize the unfamiliar words’ pronunciation by phonetic components.
4.Each student has different way to recognize the characters.
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