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謝錫金,李黛娜,羅傑瑩,陳聲珮 한국한자한문교육학회 2013 漢字 漢文敎育 Vol.30 No.-
Chinese educators have for centuries believed that having children repeatedly and meticulously copy Chinese characters and memorize the shape and strokes of each character is the most effective way of learning how to write Chinese. If the characters are presented in isolation or outside a meaningful context, there is a danger that the children will disregard the meanings of the characters, lose interest and become bored.This study looked at the learning of Chinese characters by 78 students, aged 4-6 years in Kindergarten 2 and 3, presented with Chinese characters within semantic networks emphasizing the meaning of the words. Learning clusters of words would hopefully help the children acquire mental lexicons of related words. Evidence about the impact of this approach and the lesson activities on learning was gathered using quantitative and qualitative methods. The quantitative analysis involved comparing pre-and post-test scores to examine the children’s knowledge and skills before and after learning. The qualitative evidence was assembled from interviews with teachers and through observing lessons. The students’ breadth of written and spoken vocabulary was examined to see how well the semantic networking had increased their lexicons of associated words. The qualitative analyses indicated that all of the students had improved their interest in learning Chinese characters and had become more active learners. They were more efficient language learners and knew much more about the semantics, phonology and graphics of Chinese characters than did peers taught in neighboring classes by conventional methods. 傳統幼兒識字教學, 主要以大量抄寫的方式, 把漢字個別地學習。但在這教學方式下, 幼兒較難記憶字詞, 容易對學習感到困難, 繼而失去學習興趣。本研究利用綜合高效識字法進行漢字學習, 當中使用字詞網絡的教學法, 讓幼兒有系統地記憶一組字詞, 在腦中建立字詞網絡, 建立豐富的心理詞彙庫。研究對象是4-6歲香港學前幼兒 (78人), 分兩個年齡組別, 實驗新的教學法。利用前測和後測的成績, 評估新教學法的效果。測試結果顯示兩組年齡的幼兒識字能力及聯想字能力均有顯著的增長。本研究同時利用課堂觀察和教師訪問, 研究幼兒的學習成果, 亦分析幼兒的字詞網絡作品, 了解兩組年齡的幼兒建立字詞網絡的能力。結果顯示兩組幼兒對漢字學習有濃厚的興趣, 在課堂上能主動及專注地學習, 他們亦能快速地掌握漢字的形、音、義, 有效地大量識字。研究亦發現幼兒隨著年齡的增長, 組織字詞網絡能力會愈高。
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謝錫金,黃敏瀅,李黛娜,杜陳聲珮 한국한자한문교육학회 2014 漢字 漢文敎育 Vol.34 No.-
Should pre-schoolers start learning how to write Chinese characters? This has been a controversial topic among the public and education circle in mainland China and Hong Kong. In the 60’s and 70’s, as writing was part of the requirement for Primary One admission tests, kindergartens had to start preparing children by drilling them into practicing writing. This was a painful experience for many pre-schoolers as their cognitive development at that age were not ready to differentiate and identify character structure and character stroke sequence. Many of them lost interest in learning Chinese characters, although some of them did pick up this required skill from mere drilling. This practice has been discouraged by the Education Bureau of Hong Kong Government. However, some kindergarten teachers and parents still keep this practice. This study will focus on free writing and drawing for preschoolers, and attempts to investigate if children are able to write characters during free writing and drawing sessions, through participant observation and case studies. The study will also make comparisons between what preschoolers write during free writing and drawing when there is no pressure and the conventional characters they would write during normal lessons. At the tender age of 3 to 4, children are not able to follow through the conventional learning process of characters writing. Hence if they can also practice emergent writing where they are allowed to form emergent characters or even drawings during free writing, this can help them to recognize the characters though the stroke sequence or even the characters written may not be precise by conventional standards. This interim stage of learning has found to be important for reading and beneficial for preschoolers to write conventional characters better at a later stage. 不論在中國內地或香港, 「幼稚園學生應否學習書寫漢字?」 是一直備受爭議的課題. 香港教育局明確指出, 「書寫字詞」 的學習目的, 是讓兒童透過書寫正確的漢字, 利用文字表達意念. 而香港幼稚園學生的書寫教學, 以掌握漢字字形的平衡及比例, 並準確地掌握筆劃及形狀為目標. 故此, 除了透過抄寫字形的方式來學習書寫漢字外, 是否還有其他方法教導幼兒學習書寫漢字, 這是一個十分值得探討的研究課題. 本個案研究通過讓幼兒進行自由繪畫及書寫的方法, 觀察幼兒能否在 「自由書寫」 的活動中學習漢字書寫. 與此同時, 本研究將比較幼兒 「自由書寫」 和 「正式寫字練習」 的書寫表現. 研究結果發現, 大部分3至4歲的幼兒並未能按筆順整齊地書寫漢字. 相反, 幼兒正從書寫不規則線條, 慢慢過渡至正式文字;其中書寫的不完整文字可以稱之為 「過渡字」. 容許幼兒書寫 「過渡字」, 可以協助幼兒認字․以至學習筆順. 在這階段, 教師不應過於著重 「正字」 和 「筆順」 的問題, 因為強制幼兒寫 「美觀標準字」 和限制幼兒不可寫字, 同樣會阻礙幼兒書寫能力的發展. 因此, “過渡字” 的書寫, 有助幼兒閱讀能力和書寫能力的發展.
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기획주제(企劃主題) : 동아시아 한자(漢字),한자교육(漢字敎育)의 현황(現況)과 과제(課題); 綜合高效識字法: 建立字詞網絡
사석김 ( Tse Shek Kam ),리대나 ( Toi Na Lee ),라걸형 ( Kit Ying Law ),진성패 ( Sing Pui Chan ) 한국한자한문교육학회 2013 漢字 漢文敎育 Vol.30 No.-
전통적인 유아 한자교육은 많이 베껴 쓰는 방식, 곧 한자를 개별적으로 학습하는 방법이 주류를 이루었다. 그러나 이러한 학습방법 아래서 유아들은 한자와 단어를 기억하기 매우 어려워 매우 쉽게 학습의 곤란함을 느낌으로써 계속하여 학습에 대한 흥미를 잃어왔다. 본 연구는 종합 고효율 한자교육방법을 이용하여 한자를 학습하게 하였는데, 그 중에서도 한자와 단어를 네트워크로 연결하여 학습하게 하는 방법은 유아들에게 한 조로 묶여진 한자와 단어를 계통적으로 기억하게 함으로써, 뇌 속에서 한자와 단어를 네트워크로 구성함으로써 유아들의 머리 속에풍부한 어휘저장고를 형성하게 하였다. 연구대상은 4-6세의 홍콩의 취학전 유아(78인)로, 두 개의 연령별로 조를 나누고, 새로운 교육방법을 실험하였다. 실험 전과 실험 후로 나누어 각기 성적을 측정하여 새로운 교육법의 효과를 평가하였다. 평가 결과는 두 개 연령으로 이루어진각 조들의 유아 한자학습능력과 연상자 능력이 모두 현저한 증가세를 보였다. 본연구는 동시에 수업 현장 분석과 교사들을 대상으로 한 심층 면접을 실시하여, 유아들의 학습 성과에 대해 연구하고, 유아들의 한자와 단어를 네트워크화 시키는 작품을 분석하여 두 조의 유아들이 한자와 단어를 연결하는 능력을 이해해 보려하였다. 실험 결과 두 조의 유아들 모두 한자 학습에 매우 깊은 흥미를 보였으며, 수업 중에 주동적이고 적극적으로 학습에 임할 뿐 아니라, 그들 모두 매우 빠른시간 안에 한자의 형음의를 익혀, 효과적으로 많은 수의 한자를 학습하는 것을 알수 있었다. 연구를 통해 또한 유아들은 연령에 따라 한자와 단어를 결합하는 능력이 더욱 증가됨을 확인할 수 있었다. Chinese educators have for centuries believed that having children repeatedly and meticulously copy Chinese characters and memorize the shape and strokes of each character is the most effective way of learning how to write Chinese. If the characters are presented in isolation or outside a meaningful context, there is a danger that the children will disregard the meanings of the characters, lose interest and become bored.This study looked at the learning of Chinese characters by 78 students, aged 4-6 years in Kindergarten 2 and 3, presented with Chinese characters within semantic networks emphasizing the meaning of the words. Learning clusters of words would hopefully help the children acquire mental lexicons of related words. Evidence about the impact of this approach and the lesson activities on learning was gathered using quantitative and qualitative methods. The quantitative analysis involved comparing pre-and post-test scores to examine the children`s knowledge and skills before and after learning. The qualitative evidence was assembled from interviews with teachers and through observing lessons. The students` breadth of written and spoken vocabulary was examined to see how well the semantic networking had increased their lexicons of associated words. The qualitative analyses indicated that all of the students had improved their interest in learning Chinese characters and had become more active learners. They were more efficient language learners and knew much more about the semantics, phonology and graphics of Chinese characters than did peers taught in neighboring classes by conventional methods.
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