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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/47056

    Title: 華語文作為第二語言之字詞教學模式與學習歷程研究---子計畫一:中文字部件拆解教學模式與電腦輔助學習系統之研發(I)
    Other Titles: Development of Chinese Orthographic Decomposing Teaching Model and Computer-Assisted Learning System(I)
    Authors: 洪文斌
    Contributors: 淡江大學資訊工程學系
    Keywords: 華語文識字與認讀;中文字部件拆解教學;電腦輔助學習;Chinese recognizing;Chinese orthographic decomposing teaching;CALL
    Date: 2009
    Issue Date: 2010-04-15 16:10:31 (UTC+8)
    Abstract: 識字與認讀是閱讀的基礎,然而識讀中文字對以華語為第二語言的學習者而言, 卻是一項嚴峻的挑戰。傳統的中文習字只強調反覆抄寫,缺乏有效的學習策略與工具指 引,外籍人士循此模式學習漢字往往事倍功半。本研究承續上年度「以閱讀研究為基礎 的華文識字學習策略與系統研發」計畫的執行成果,預計於第一年分析中文字部件之利 用率、難易度,設計符合美國5C 外語學習標準之教學模式,進行海外教學實驗。第二 年分析華語文語音教學特色,瞭解第二語言學習者在聽、說中文上的難處。研發電腦輔 助聽音辨識、發音矯正,以及語音標記(漢語拼音或注音符號)之互動學習工具,提升 第二語言學習者認讀漢字的能力。預期本計畫之研究成果不論在華語教學、教育科技、 資訊工程、商業產值、或者文化傳承各方面,均可帶來實質獲益。 Words recognizing is the foundation of reading. However, reading Chinese is such a challenge for CSL learners. Conventional Chinese learning emphasizes only on repetitious writing and lacks of efficient learning strategy and tools. Foreigners abiding by this type usually make more unnecessary efforts. This research succeeding last year’s achievements of “reading-based Chinese recognizing strategy and system developing”plan, expecting to design teaching modules fit in American 5C foreign language learning standard and proceed overseas teaching experiments by analyzing how Chinese orthographic teaching works in the first year. Analyze features of Chinese articulate teaching, realize the difficulties CSL learner have in listening and speaking, develop computer-assisted interactive learning tools of listening recognition, pronouncing correction and articulate marking(Chinese Pin-yin or ), enhance second language learner’s ability of Chinese reading. No matter in Chinese teaching, educational technology, information engineering, commercial value or culture inheriting, etc, anticipating the achievement of this project will bring about real benefits.
    Appears in Collections:[資訊工程學系暨研究所] 研究報告

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