鍵接圖習字本作為漢字學習輔助教具之研發

Abstract

「習字本」為學習漢字歷程中常見的輔助識寫教具，提供學習者反覆練習的機會。然而，此類習字的機械性操練常被學習者認為是枯燥乏味的。因此，本研究旨在將兼具漢字學習有效性與趣味性的「鍵接圖記憶術」融入習字本，並結合認知學習理論將組字知識外顯化，進而搭配華語教材《當代中文課程1》，發展一套寓教於樂的《鍵接圖習字本》。本研究整體遵循ADDIE模式發展習字本，並於該模式之特定階段，採用內容分析、問卷調查、半結構式訪談作為研究方法。首先，在「分析階段」，透過內容分析，深究坊間習字本教具、漢字學習教材以及習字本線上生成系統（共26款）之習寫欄位內容要素、版面設計理據、漢字練習題的題型等；並透過調查研究法，蒐集121位現職教師對習字本之意見。接著，在「設計」與「發展」階段，根據分析階段之結果，訂立教具發展理念、撰寫企劃書，並研發《鍵接圖習字本》。最後，在「實施」與「評鑑」階段，透過半結構式訪談，搭配本研究改編之「《鍵接圖習字本》教具評鑑表」，蒐集學習者回饋及2位資深華語教學專家之質量化意見，作為本教具既有亮點與未來優化之參考。本研究根據受訪者之建議，研擬《鍵接圖習字本》的優化方向，使本教具更符合華語文學習者的漢字學習需求，並貼近華語教師於教學實務之考量。最後，亦針對《鍵接圖習字本》的發展，提出未來應用方向，期能吸引更多漢字學習者使用本教具並樂在學習漢字。Chinese character writing books, commonly used as auxiliary teaching aids in the process of learning Chinese characters, provide learners with opportunities for repeated practice. However, the mechanical copying process is often perceived as tedious work. Therefore, this study aims to develop an enjoyable Chinese character writing book by integrating Chinese Key-Image Strategy (CKIS), an effective and joyful character mnemonic, and incorporating cognitive learning theories to explicitly instruct character composition knowledge. Furthermore, this Chinese character writing book corresponds to the Mandarin textbook Contemporary Chinese Course 1.The development of the character writing book followed the ADDIE instructional design, employing content analysis, questionnaire survey, and semi-structured interviews as research methods in specific stages. In the analysis stage, content analysis was conducted to investigate the frequently-included items, layout design principles, and character review practices by various Chinese character writing books, learning materials, and online generation systems (a total of 26 materials). Additionally, through the questionnaire survey, the opinions of 121 current teachers regarding Chinese character writing books were collected. In the subsequent design and development stages, based on the results in the analysis stage, the development concept of the teaching aid was established, an instructional plan was formulated, and the"CKIS Chinese Character Writing Book" was developed. Finally, in the implementation and evaluation stages, semi-structured interviews were conducted, utilizing the adapted "CKIS Chinese Character Writing Book Evaluation Form" to gather qualitative and quantitative feedback from learners and two experts. These served as foundations for highlighting the strengths of the teaching aid and guiding future optimizations. Based on the suggestions provided by interviewees, the researcher formulates directions for revising the teaching aid to better align with learners' and teachers' needs. Finally, future research directions are proposed for advancing the development of the CKIS Chinese Character Writing Book, with the ultimate goal of enhancing the book's appeal among learners of Chinese characters and to amplify their enjoyment and effectiveness in the process of learning Chinese characters.