資訊科技融入注音符號教學對國小低年級低成就學生學習成效之影響

The Effects of Integrating Information Technology into Chinese Phonetic Symbols Teaching on Low-Achieving Students

注音符號在閱讀學習上扮演重要角色，然低成就學生有學習動機低落、缺乏學習方法、自信心不足等特性，故本研究嘗試採用資訊科技融入注音符號教學之方法，藉以提高學生的學習興趣與專注力，進而提升其注音符號之學習成效。本研究以高雄市某公立國小16位低年級注音符號低成就學生為對象，研究方法為前實驗研究設計，進行八週實驗教學。本研究之結果包含：（一）應用資訊科技融入注音符號教學能提升國小低年級低成就學生注音符號拼讀能力之立即學習成效，但拼讀能力僅有部分保留學習成效；（二）應用資訊科技融入注音符號教學能提升國小低年級低成就學生注音符號拼寫能力之立即學習成效，並具保留學習成效；（三）低成就學生對於資訊科技融入注音符號教學均持正向看法。

Since the Chinese phonetic symbols are a primary key to Chinese language reading, so they play an important role in the low-graders' learning at the stage of early school learning. As low-achieving students are believed to be lowly motivated and also lack for learning strategies, which easily lead to their low academic achievement and lack of self-confidence. Thus, by applying the information technology integrated into Chinese phonetic symbols teaching, this study aimed to enhance the low-achieving students' effectiveness on learning Chinese phonetic symbols. This study adopted pre-experimental design. The subjects were 16 low-achieving low-graders of a public elementary school in Kaohsiung, and an 8-week teaching experiment was conducted. The results of this study are as follows: (a) The application of the integrated information technology into Chinese phonetic symbols teaching can enhance low-achieving students' immediate effects on read-out-loud ability of the Chinese phonetic symbols. Only part of the reading ability had retention effects. (b) The application of the integrated information technology into Chinese phonetic symbols teaching can enhance low-achieving students' immediate and retention effects on spelling ability of the Chinese phonetic symbols. (c) The low-achieving students showed positive attitudes toward the integrating information technology into Chinese phonetic symbols teaching.