融入差異化教學的小一注音教學成效研究

本研究以準實驗設計檢驗一套注音教材的介入成效。實驗和對照組分別有109及107位小一新生參與。在入學後前10週的國語課進行注音教學，授課節數約55節。兩組學生使用相同的注音課本，但實驗組使用融入策略與差異化的教學設計，對照組則參照教師手冊進行教學，學生介入前、後均接受測驗。研究發現有四：（一）實驗組學生的注音能力進展整體比對照組好，但聽寫注音符號及認讀短文的成效視學生的前測能力而異，前測較低的學生較為明顯。（二）注音教學的成效遷移到識字能力，實驗組期末的識字能力顯著高於對照組。（三）實驗組學生口語表達的字數也顯著優於對照組，而且實驗組教師認為以敘事結構元素教導學生口語的表達，有助於提升學生口語表達的豐富度。（四）實驗組學生展現更多正向的學習行為，實驗組學生的學習專心度、動機與自信心均較佳。亦即，本研究介入方案在所有的成效指標都顯示具有效果。

In this study, a quasi-experimental design was adopted to examine the effectiveness of a Chu-Yin-Fu-Hao (CYFU, Chinese phonetic symbols) program. A total of 216 first-grade students were included in the study and divided into two groups: an experimental group (109 students) and a control group (107 students). A 55-session program was conducted over the first 10 weeks of the semester, during which the experimental group received a differentiated-instruction-oriented program and the control group followed the teacher's manual for a textbook. All students completed standardized CYFU and character recognition tests before and after the intervention period, with an additional picture-talking test administered as a posttest. The main findings of the study were as follows. First, the experimental group achieved a greater overall improvement in CYFU proficiency compared with the control group. Second, the effects of CYFU instruction extended to character recognition, with the experimental group achieving significantly higher scores for character recognition. Third, in the picture-talking test, the experimental group demonstrated a significant increase in the number of words expressed, indicating that exposure to narrative structures enhanced their oral expression. Fourth, the experimental group exhibited more positive learning behaviors, namely improved focus, motivation, and self-confidence. In summary, the differentiated-instruction-oriented program was effective in improving all outcome measures examined in this study.