學前認讀字詞評估方式：現象圖析學分析

Different Ways of Assessing the Recognition of Chinese Characters in Preschools: A Phenomenographic Analysis

10.6210/JNTNULL.2014.59(2).05

林浩昌(Ho-Cheong Lam)

香港 ； 現象圖析學 ； 認讀字詞 ； 學前教育 ； 識字評估 ； Hong Kong ； Phenomenography ； recognition of Chinese characters ； preschool education ； assessment of Chinese characters

師大學報：語言與文學類

59卷2期（2014 / 09 / 01）

105 - 134

繁體中文

本研究採用現象圖析學，探討香港學前教師如何評估幼兒認讀字詞。探討方法是蒐集幼稚園教師設計及推行的評估方法，進而分析當中認讀字詞是如何呈現的。本研究發現，教師的評估方法有以下五個重要特徵：一、評估目的需要根據認讀字詞的概念而設定，即幼兒從字形中，得出字音或字義；二、選擇適量特定或一般的字詞，作為評估的內容；三、展示字詞時，避免其他多餘的提示，如已有記憶、字義圖畫、其他字詞等，避免幼兒從提示中猜測答案；四、除答案之外，其他選項的選取也影響評估的難度；五、明確說明幼兒表現必須達到的標準，如必須重複讀出兩次。本研究的特色，是要找出教師設計的不同評估方法，以此作為師資培育的材料。

This study drew on phenomenography to investigate how Hong Kong preschool teachers assess children's recognition of Chinese characters. The different assessment methods that teachers designed and implemented in preschools were collected and thoroughly analyzed. Five critical features of the assessment methods were identified: 1. The aim of the assessment methods must be established according to the notion of the recognition of characters (i.e., from forms to sounds or meanings); 2. an appropriate number of general or specific characters should be used as the assessment content; 3. cues that children can rely on to guess the characters should be avoided when the characters are displayed; 4. the effect of the options other than the correct answers on the assessment expectation of the children's performance should be considered.; and 5. performance criteria that children must meet should be clearly specified. This study endeavored to identify the different assessment methods that teachers actually use. These identified assessment methods can be developed into useful materials for teacher professional development.

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