本研究為運用遊戲式學習於國小一年級注音符號補救教學之行動研究。研究對象為8位國小一年級學生，利用週二到週四的早自習時間，進行八週的補救教學。透過教師訪談紀錄、教學觀察單、研究教學日誌及書面文件等質化資料，並輔以注音符號診斷測驗蒐集量化資料進行分析。 本研究旨在探討：一、運用遊戲式學習於國小一年級注音符號補救教學之歷程；二、運用遊戲式學習於國小一年級注音符號補救教學之成效；三、運用遊戲式學習於國小一年級注音符號補救教學之教師反思。 研究結論發現： 一、落實診斷與教學的層次能進行一套有效的補救教學。 二、遊戲式學習能增進學童的學習興趣與提升學童的專注力。 三、遊戲式學習能提升學童的多元能力。 四、增加學生的成功經驗能提升學習自信心。 五、課程結構化是有效的教學原則能達到良好的學習成效。 六、長時密集的補救教學有助學習成長。 七、注音符號遊戲可以成為學習評量的工具。 The action research integrated game-based learning on Chinese Phonetic Symbols remedial instruction for first grade students in elementary school. The research group were eight first grade students. The course consisted of three lessons every week and lasted for eight weeks. Data were collected by interviews, classroom observations, tutor meetings, diary , Chinese Phonetic Symbols pretest and post test. The purposes of this research were:1. The process of game-based learning on Chinese Phonetic Symbols remedial instruction.2. The effectiveness of game-based learning on Chinese Phonetic Symbols remedial instruction.3.The reflection of game-based learning on Chinese Phonetic Symbols remedial instruction. Some findings were found as follows: 1. Implement the level of diagnosis and teaching, to carry out an effective remedial teaching. 2. Game-based learning can enhance students'' learning interest and their focus. 3. Game-based learning can enhance the diverse abilities of students. 4. Increase the students'' successful experience to enhance learning self-confidence. 5. Curriculum system structure is an effective teaching principles, to achieve good learning results. 6. Long-term intensive remediation teaching is good for learning. 7. Phonetic symbols game can become a tool for learning assessment.
