國中階段筆順教學研究——學習行書簽名之教學設計

Abstract

隨著十二年國民基本教育的推行，國語文領域課程綱要也修訂寫字教育中的學習重點。教學者宜將課綱中有關寫字的學習表現與教材編選說明，落實於國中教學現場，藉此培養學生有意識的寫出既美觀又正確的字，提升對寫字教育的重視。本研究從寫字教育基礎便重視的「筆順」觀點切入，為學習行書簽名所進行的教學設計。透過對筆順法則的探討與再認識，將所歸結出的筆順通則運用於行書簽名的教材設計。教學之初須建立基本筆形的概念，以硬筆練習寫出筆畫的形狀，接著透過對名家行書墨跡的筆順觀察與臨摹，建立學習鷹架，以此銜接運用基本筆形進行硬筆行書簽名之教學設計。在每一教學實施階段中，以雙向細目表設計評分規準，具體呈現學生應學習的內容與能力，依其表現程度進行課間評量。

Along with the implementation of Curriculum Guidelines of 12-Year Basic Education in schools, the learning objectives of writing education in the Subject of Mandarin in the Domain of Language have been modified. Accordingly, teachers should pay more attention to the expected learning outcomes of writing education and the points of its teaching material compilation, putting those concepts into practice when giving instructions in junior high school. In that way, students will learn how to write in Chinese beautifully and correctly, and our society will place a higher value on writing education.The present study centered around stroke order, one of the fundamental elements of Chinese character writing education. The implementation of an instructional design based on strokes and stroke shapes was carried out to help students learn how to write a semi-cursive signature. After studying the rules of stroke order, the researcher concluded a general guideline, applying it to the teaching material design for helping students learn how to write a semi-cursive signature. At the beginning of the learning program, the participants had to understand the concept of stoke shapes and make stroke shapes with ballpoint pens or fountain pens. Then, theyscaffolded their learning by observing the stroke order of some masters’ semi-cursive scripts and understood how to write in semi-cursive by copying some models. And finally, they learned how to write a semi-structured signature. In each phase of this teaching program, the researcher established the criteria for evaluating the effectiveness of the learning activities according to the Two-way specification table.