相似字與非相似字呈現方式對國小一年級國語科低成就學生生字學習效果之比較

A Comparison of the Ability of First Graders with Low Achievement in Chinese Language Arts to Learn Graphemically-Similar Versus Graphemically-Dissimilar Chinese Characters

本研究旨在比較相似字群（例如：官、宮、客、容）與非相似字群組（例如：京、核、官、閩）對國小一年級國語科低成就學生生字學習之效果。本研究乃為相同研究方法對國小一年級學生之研究結果的後續研究。本研究設計係採單因子（相似字與非相似字之呈現方式）前、後測準實驗研究設計。研究對象共計有34名學生，再隨機分配為相似字實驗組與非相似字實驗組各17名學生，以進行教學。研究結果之資料統計分析因應不同狀況，包含無母數統計考驗之曼－惠特尼U考驗（Mann-WhitneyUtest）和獨立樣本單因子共變數分析（ANCOVA）。本研究結果發現：在「看字讀音」、「選出正確的國字」和「看注音寫國字」三種測驗之後測和保留效果共六次施測結果，相似字形組在「看字讀音」之保留效果測驗得分顯著的優於非相似字形組；其餘五次測驗之結果，相似字形組與非相似字形組之間之得分皆未達顯著性差異水準。綜論之，相似字形的生字呈現方式將有利於國語學習困難學生的國字之學習。根據本研究之發現，本研究乃對國語科低成就學生學習生字的教材編選和教學設計提出三點建議。

The purpose of this study was to confirm whether the Chinese characters were better learned when they presented in groups of graphemically similar characters (e g., 官、宮、客、容) than in groups of graphemically dissimilar characters (e g., 京、核、宮、閩) to the first graders with low achievement of Chinese Language Arts. This was a quasi-experimental study using pretest and posttest research design. Participants were 34 first graders with low achievement of Chinese Language Arts divided into two different experimental groups. One group was taught 16 Chinese characters in 4 graphemically similar sets (GS) and the other group was taught the same 16 Chinese characters in 4 graphemically dissimilar sets (GD). Participants' learning was measured by three research-designed tests. This study used a single factorial design. Data analysis employed the analysis of Mann-Whitney U test and the analysis of covariance (ANCOVA). This study consistently found that the effect of grouping Chinese characters with graphemic similarity was better than the graphemic dissimilarity for the first graders with low achievement of Chinese Language Arts. The suggestions of this study were focus on the arrangement of Chinese characters in textbook and the teaching design for learning new Chinese characters.