運算思維策略運用在國小低年級字詞解碼教學的實踐歷程與成效研究

The Application and Effectiveness of Computational Thinking Strategies in Word Decoding Instruction for Lower Elementary Grades

「字詞解碼」涵蓋識字、詞彙、流暢性三階段，是國小低年級國語文學習的核心。為解決學生在字詞學習上的困難，本研究運用部首進行集中識字教學，結合運算思維的分解、邏輯、模式策略，在國小二年級進行字詞解碼教學。研究採行動研究方法，於2023年2月至6月，共十六週、總計十六節課，進行兩循環教學，並以綜合分析多項資料進行反思與修正。研究結果顯示：一、集中識字教學設計有助於學生建構閱讀理解與語文基礎，強調部件辨識與組字規則；二、結合運算思維策略與圖像、歸納方法，促進字詞的深度理解與靈活運用；三、學生在識字、詞彙、流暢性及運算思維運用能力上均有進步，但在詞彙廣度及形近字應用方面仍需加強。

 

“Word decoding” involves three stages that are crucial in early elementary Chinese language learning: character recognition, vocabulary, and fluency. This study employed concentrated character instruction using radicals, combined with the computational thinking strategies of decomposition, logic, and patterns, to address students’ difficulties in a secondgrade classroom. Action research was conducted from February to June 2023 through two instructional cycles, using comprehensive data analysis to reflect on and revise the instructional approach progressively. The results showed that concentrated character instruction supports the development of reading comprehension and language skills by emphasizing component recognition and character formation rules. Additionally, integrating computational thinking strategies with visual aids and inductive methods enhances deep understanding and flexible word usage. Although students’ character recognition, vocabulary, fluency, and computational thinking were enhanced, further improvement is needed in vocabulary breadth and the application of similar-looking characters.