识字软件的比较研究 ：新加坡学前儿童的识字效果 = A comparative study of Chinese literacy applications : effect on literacy skills of preschool children

• Main Author: 黄清欣 Wong, Joyce Ching Xin
• Other Authors: Lin Jingxia
• Format: Final Year Project
• Language: Chinese
• Published: Nanyang Technological University 2021
• Subjects: Humanities::Language::Chinese
• Online Access: https://hdl.handle.net/10356/146931
• Institution: Nanyang Technological University

汉字是华语教学中不可缺少的重要环节，然而由于新加坡的语言大环境、语言 政策、以及汉字本身的特点等多种因素，汉字教学的方法和效果在新加坡尚有提升的 空间。而其中一个重要的任务是寻找有效且有趣的学习方式，从小开始培养华人对华 文的兴趣。因此，本研究希望探讨学前儿童使用识字软件学习汉字的识字效果。 本研究主要分成两个部分：（1）通过问卷调查了解参与者家庭的语言情况以及 （2）使用两款识字软件“洪恩识字”与“悟空识字”以验收识字效果的实践教学。总 共有8名 3岁左右的受试者参与汉字教学和最终测试。测试的设计旨在评估受试者是 否能建立一套联系字音、字义和字形的符号系统，顺利达到识字的目标。之后，再从 教学和测试环节中所收集到的数据和观察总结重要数据并讨论分析。 本研究发现，总体而言，使用“悟空识字”的受试者在字义测试中表现优异， 而使用“洪恩识字”的受试者则在字形方面表现更好。 研究成果证实了两款识字软件在提高学前儿童的识字效果的有效性，也同时能 做到确保孩子在学习期间的专注力和培养其兴趣。 Chinese characters are an essential part of Chinese language education. However, due to many factors such as Singapore’s language environment, language policies and the characteristics of Chinese characters, there is room for improvement in the teaching and learning of Chinese characters in Singapore. Therefore, one of the most important tasks now is to search for effective and interesting ways to cultivate the interest in learning Chinese in young children. Therefore, this study aims to discuss the impacts on the literacy skills of preschool children with the use of Chinese literacy applications. The design of this study includes two parts: (1) a survey completed by parents of participants to understand their language usage at home and (2) an experimental teaching method which includes a literacy skills test for evaluation on the effectiveness of the two applications used, namely “Hong En Literacy” and “Wukong Literacy”. Depending on the teaching method, eight preschool children around the age of 3 years old attended two to three teaching sessions and completed the test within the span of one week. The literacy skills test was designed accordingly to evaluate the child’s ability in establishing a connection between the phonetic, meaning and form of Chinese characters. Thereafter, the data and observations collected from the teaching and test sessions were tabulated and discussed in this paper. Overall, participants who have used “Wukong Literacy” scored better in the meaning section of the test, while participants who have used “Hong En Literacy” performed better in the form section. The obtained results have proven the effectiveness of the applications in improving the literacy skills of preschool children. It has also demonstrated its ability to ensure children stay focused and interested while learning Chinese.