透過部件遊戲提升學生的漢字技能以泰國「班本科技公學」為對象。

Abstract

在泰國教中文的時候，發現大部分學生學華語的困難之一是 「寫漢 字」。因為他們覺得漢字非常難寫，從而失去了學習的動機而放棄。無論哪 個領域的教學最大的課題之一就是「如何引起學生的學習興趣」。探討要怎麼在學習的過程中，讓學生對於漢字產生興趣並主動學習，而非只是為了 分數而學習。在遊戲的過程中，學習者較能表現出自我，並產生「我能感」， 對學習者的成長有所幫助。因此，若能將「遊戲」的元素融入課程中，也許能引起學生更高的學習動機，同時提高學生的注意力、增強其學習興趣， 進而提升學習成效。本研究以「發展研究法」為主，包括以下步驟: 第一、 回顧泰國華語文教育的背景與發展，將漢字教學理論、遊戲理論和課本教材之相關理論、文獻等作為本研究的理論基礎；第二、訪談漢語老師，瞭 解老師如何進行漢字教學，進而更深入瞭解學習者的漢語學習概況；第三、 分析現有漢字部件教材，並以此教材為參考，進行自編漢字教材；第四、分析漢語遊戲和語言遊戲，再將這些遊戲應用在實際教學，進而創造出一 套「部件遊戲」。 本研究經過文獻分析以及實際演練後，得到以下結論: 一、 本研究透過部件遊戲提升學習者的漢字技能，大多數的學習者非常喜歡部件遊戲。二、教師使用部件遊戲之後，能提升學習者在漢字學習上的學習 動機。三、進行遊戲教學之後，將課前能力測驗與課後能力測驗的結果來 判斷學習者的學習情況，除了發現他們的測驗結果提升之外，還發現學習者的學習行為改變，他們的學習態度一天比一天地積極。同時他們對漢語 學習的概念也改變，從「漢語難學」轉變為「漢語易學」。When I was teaching Chinese in Thailand, I found that most difficult part of teaching Chinese was “Chinese characters”. The reasons were that learners feel that Chinese characters are very difficult to learn. Then, learners lose their motivation to learn and eventually give up. One of the biggest topics of any teaching is "to motivate students' interest in learning." In the process of learning, it is more meaningful for learner to enjoy Chinese language than learning just to reach a high score. In order to make learners to be interested in Chinese language act and learn happily. In the process of the game, learners will be more confident to express themselves and generate the feeling of "I can", which helps the growth of learners. If the elements of "game" are integrated into the curriculum, it may leads students' to have learning motivation, a high degree of attention, their positive learning attitude, and learning proficiency. This study was using “development research method”. I reviewed the background and development of teaching Chinese in Thailand regarded the theory of Chinese character teaching, the relevant literature of game theory, and related theories of textbook textbooks as the theoretical basis of this study. Chinese teachers understand how teachers conduct Chinese characters teaching, and have a deeper understanding of learners' Chinese language learning; analyze the existing Chinese characters' biased teaching materials; use this set of documents to conduct self-edited Chinese characters teaching materials; Chinese games and language games, and use these games for teaching. Application examples, and then create a set of “Game of component”. After analyzing the literature and actually using the game teaching method, the following conclusions are drawn from this study: First, this study identified the learner's Chinese character skills through the game of components. Most learners liked the game of components very much. After I used the game of components, it enhanced the learners’ motivation for learning Chinese characters. Second, the results of the pre-test and post-test were used to evaluate learners' learning proficiency. The result showed that they were improved after implementing process of game teaching. Also, the learner's learning behavior was changed, their learning behavior was more positive gradually. Not only the learning behaviors, but their concept of Chinese learning also changed. They changed the concept of "Chinese language is difficult to learn" to "Chinese language is easy to learn" or "How difficult Chinese language is, I will not give up."