本研究針對國小注音低成就學童，以外加方式，提供為期8週，每週8堂，共64堂之注音補救教學。補救教學以小班方式進行，研究者以自行設計且有助於學童學習抽象符號之數位注音補救教材進行教學，試圖瞭解學童在接受補救教學後在注音能力及學習態度兩方面之改變情形。研究結果與建議如下：一、具加強抽象符號形音聯結之數位注音教材有助學童注音符號之識讀及區辨。二、教師運用數位故事情境教材並結合肢體表徵活動可提升孩童在辨別注音符號聲調之能力。三、應用數位注音教材進行教學可引發學童主動參與學習的意願，可提升學童之學習態度。四、對注音學習困難學童來說，教師具結構性之明示教學法對學童在拼音方法及規則學習上確實有所助益。五、注音補救教學教師應建立相互觀摩、討論之機制，藉由不斷之自我檢核及修正，以提升教師在補救教學方面的專業知能。 This research aimed to provide a remedial course of Chinese Phonetic Symbols for the low achievers. The course consisted of eight after-school lessons every week and lasted for eight weeks. The research designed the e-learning materials to assist the students in learning abstract symbols. The researchers also attempted to explore the transformation in both the students’ attitude and proficiency in applying Chinese Phonetic Symbols after they received the remedial instruction. The conclusions of the research are followings. First, the e-learning materials that enhanced the correlation between symbol and sound helped the students to read and distinguish Chinese Phonetic Symbols. Second, the teacher’s combination of e-learning materials combining story context and their physicality improved the students’ ability in distinguishing the intonation of Chinese Phonetic Symbols. Third, the application of e-learning materials motivated the students to participate in the learning process actively. The students also benefited from such learning process because they became more willing to learn. Fourth, for students who had difficulties in learning Chinese Phonetic Symbols, the explicit instruction could assist them in leaning phonetic rules and methods. Finally, the researchers suggested that teachers of remedial instruction of Chinese Phonetic Symbols should establish a mechanism that enables them to inspect and discuss each others’ practices. Through constant self-examinations and modifications, teachers can improve their competence in remedial instruction.
