臺灣博碩士論文加值系統

本研究旨在開發依循漢字組字規則中含有筆順及部首的漢字練習系統，並分析九名以華語為外語的初學者(CFL)在本系統上的寫字學習歷程和使用行為。本研究實驗所使用學習載具為七吋超級行動電腦(Ultra Mobile PC, UMPC)，學習者可以在課堂上透過本學習系統CCPS搭載學習載具來學習識字及寫字，以作為課堂上的電腦輔助語言學習。在學習過程中，以螢幕錄影軟體記錄學習者在五個單元課程的使用歷程。實驗結束後，發放態度問卷供學習者填寫其使用滿意度及使用過程的自評，並依據螢幕錄影歷程，分析整理出學習者筆順偏誤和每位學習者在CCPS所使用的行為動作。本研究結果發現：(1) 筆順偏誤低的學習者點按筆順播放、回饋及聲音比例較高；(2) 學習者能使用紅色部首幫助寫字；(3) 初學者部首覺知策略較薄弱；(4) 學習者對於漢字練習系統滿意度相當高。研究結果可供未來從事識字教材開發人員修正參考，並且整理出學習者筆順偏誤以供教學者在教學現場參考之用。

The purpose of this research is to develop a digital Chinese character practice system (CCPS) and to analyze the nine CFL (Chinese as Foreign Language) novice learners’ writing process and behaviors. The learning carrier of this research is the seven inch UMPC (Ultra Mobile PC). Learners may use the carrier loaded with CCPS as computer assisted language learning in class. After learners’ watching of the animated demonstration of the stroke sequence and learner’s engaging in practicing the character writing, the CCPS will give feedback according to the position and stroke sequence. During the learning, a screen capture software was used to record the learners’ behaviors amounting to five lessons. The attitude questionnaire is distributed to the learners to fill out their satisfaction and self-assessment of the learning process. We will analyze the learners’ frequent stroke sequence errors and behavior patterns according to screen captures. The contribution of the research results will offer reference to related developers and collect the frequent stroke sequence errors to instructors in educational settings. The research results revealed following findings. (1) Learners who commit few errors in radicals or stroke order are good at getting feedback and pressing the button of stroke of animation and pronunciation. (2) Learners might write characters through the tip of red radicals. (3) Novices are weaker in the strategy of radical awareness. (4) Learners are satisfied with the CCPS. The research results might be referred to related digital material developers. We collected stroke sequence errors for the instructors’ references in educational settings.

附表目錄 v
附圖目錄 vi
第一章 緒論 1
第一節 研究背景 1
第二節 研究目的與待答問題 3
第三節 研究範圍與限制 4
第四節 名詞解釋 5
第二章 文獻探討 7
第一節 漢字特性 7
第二節 漢字識字理論 10
第三節 漢字識字教學法 12
第四節 漢字數位教材 13
第五節 結語 19
第三章 研究方法 20
第一節 研究歷程 20
第二節 研究對象 24
第三節 研究工具 24
第四節 資料蒐集與分析 30
第四章 研究結果 32
第一節 CCPS開發歷程 32
第二節 寫字歷程分析 33
第三節 問卷結果與分析 48
第五章 結論與建議 56
第一節 結論 56
第二節 建議 57
參考資料 59
附錄一 數位教材所有字庫列表 61
附錄二 學習者調查問卷 62

胡志偉, & 顏乃欣. (1995). 中文字的心理歷程. 台北: 心理.
張美青. (2001). 漢語入門階段的漢字教學. JCLTA, 36(2), 55-62.
曾志朗. (1991). 華語文的心理學研究：本土化的沉思. 台北: 遠流.
萬雲英. (1991). 兒童學習漢字的心理特徵與教學. 台北: 遠流.
裘錫圭. (1995). 文字學概要. 台北: 萬卷樓.
鄭昭明, & 陳學志. (1991). 漢字簡化對文字讀寫的影響. 華文世界, 62, 86-104.
Chen, Y. P. (1996). What are the functional orthographic units in Chinese word recognition: The Stroke or the stroke pattern? The Quarterly Journal of Experimental Psychology Section A, 49(4), 1024 - 1043.
Chung, K. K. H. (2003). Effects of pinyin and first language words in learning of Chinese characters as a second language. Journal of Behavioral Education, 12(3), 207-223.
Ehri, L. C., & Wilce, L. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163-179.
Everson, M. E. (1988). Speed and comprehension in reading Chinese-- Romanization vs. characters revisited. Journal of the Chinese Language Teachers Association, 23(2), 1-20.
Hayes, E. B. (1987). The relationship between Chinese character complexity and character recognition. Journal of the Chinese Language Teachers Association, 22, 45-57.
Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73-98.
Jahnke, J. C., & Nowaczyk, R. H. (1998). Cognition. Upper Saddle River, NJ: Prentice Hall.
Jin, H. G. (2003). Empirical evidence on character recognition in multimedia Chinese tasks. Concentric: Studies in English Literature and Linguistics, 29(2), 36-58.
Ke , C. (1998). Effects of strategies on the learning of Chinese characters among foreign language studies. Journal of the Chinese Language Teachers Association, 33(2), 93-112.
Lam, H. C., Ki, W. W., Chung, A. L. S., Ko, P. Y., Lai, A. C. Y., Lai, S. M. S., et al. (2004). Designing learning objects that afford learners the experience of important variations in Chinese characters. Journal of Computer Assisted Learning, 20(2), 114-123.
Lam, H. C., Ki, W. W., Law, N., Chung, A. L. S., Ko, P. Y., Ho, A. H. S., et al. (2001). Designing CALL for learning Chinese characters. Journal of Computer Assisted Learning, 17, 115-128.
Legenhausen, L., & Wolff, D. (1990). CALL in Use--Use of CALL: Evaluating CALL Software. System, 18(1), 1-13.
Li Hal, T., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Wai Ting, S. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences of the United States of America, 102(24), 8781-8785.
McGinnis, S. (1999). Student's goals and approaches. (Vol. 3). Michigan: Chinese Language Teachers Association, Inc., Kalamazoo.
Shen, H. H. (2000). Radical knowledge and character learning among learners of Chinese as a foreign language. Linguistic Studies, 85-93.
Shen, H. H., & Ke, C. (2007). Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1), 97-111.
Taft, M., & Zhu, X. (1995). The representation of bound morphemes in the lexicon: a Chinese study. NJ: Lawrence Erlbaum Associates.
Wang, M., Perfetti, C. A., & Liu, Y. (2003). Alphabetic readers quickly acquire orthographic structure in learning to read Chinese. Scientific Studies of Reading, 7(2), 183 - 208.
Yang, J. (2000). Orthographic effect on word recognition by learners of Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 35, 1-18.
常用國字標準字體筆順學習網。民97年7月25日，取自：http://stroke-order.learningweb.moe.edu.tw/
維基百科。民98年2月15日，取自：http://zh.wikipedia.org/
聯強e城市。民97年12月20日，取自： http://www.synnex.com.tw/