研究工具

目錄

漢字

轉寫

書寫速度

中文書寫速度測試 (Chinese handwriting speed test), Tseng & Hsueh (1997),讓學生抄寫150字左右的篇章。

Tseng, M. H., & Hsueh, I. P. (1997). Performance of school-aged children on a Chinese handwriting speed test. Occupational Therapy International, 4(4), 294303. https://doi.org/ 10.1002/oti.61 

拼寫 (默寫)

中文拼寫測驗,鄧芷雲, 劉潔玲 (2021) 自行開發了一套,讓學生寫20個詞語,15個從香港的學習階段一,5個從香港的學習階段二抽取,讓學生默寫。

鄧芷雲, 劉潔玲. (2021). 香港少數族裔小學生的中文字形知識, 轉寫能力和寫作表現的關係. 教育學報, 49(2), 1–25. https://hkier.cuhk.edu.hk/journal/document/EJ/EJ_V49N2_1-25.pdf

字形知識

表意部件

Ho et al. (2013): 學生讀十個假字,並圈出代表其意義的圖畫。假字由表音部件和表意部件形成,學生需圈出代表其意義的圖書,表示明白表意部件與字義的關係。

Shen & Ke (2007): 部件知識應用測識 (the radical knowledge application test),學生需要就提供的圖畫和英文解釋,利用表意部件的功能,來推敲漢字的意思。

 

Ho, C. S. H., Yau, P. W. Y., & Au, A. (2003). Development of orthographic knowledge and its
relationship with reading and spelling among Chinese kindergarten and primary school
children. In C. McBride-Chang & H. C. Chen (Eds.),
Reading development in Chinese
children
(pp. 5171). Praeger. 

Shen, H. H., & Ke, C. (2007). Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1), 97–111. https://doi.org/10.1111/ j.1540-4781.2007.00511.x

字形結構

字形結構,大部分是測試部件知覺知識 (radical perception/awareness)。

Shen & Ke (2007) 也提供部件知識測驗 (the radical perception test)

Shen, H. H., & Ke, C. (2007). Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1), 97–111. https://doi.org/10.1111/ j.1540-4781.2007.00511.x

筆畫

讓學生寫出未完成筆畫的第一筆,或是接著的一筆。

寫作

命題作文

命題作文就是依提目,在限定時間完成。

評估方式可參考 Wagner et al. (2011) 的方式,或是Yan et al. (2012) 的方式。

Wagner (2011)

  • 組織 (macro-organization):還細分為topic, logical ordering of ideas, number of key elements
  • 複雜度 (complexity): mean length of T-unit, clause density
  • 生產力 (productivity):total number of words, number of different words
  • 拼寫與標點 (spelling and punctuation):number of spelling errors, number of capitalization errors, number of errors involving a period. 

Yan et al. (2012)

  • 內容 content
  • 組織 orgnization

Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7

Yan, C. M. W., McBride-Chang, C., Wagner, R. K., Zhang, J., Wong, A. M. Y., & Shu, H. (2012). Writing quality in Chinese children: Speed and fluency matter. Reading and Writing, 25(7), 1499–1521. https://doi.org/10.1007/s11145-011-9330-y

閱讀

閱讀動機

Lau & Chan (2003) Reading Motivation Questionnaire

Lau, K. L., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading,26, 177–190. https:// doi. org/ 10. 1111/ 1467- 9817. 00195

Lau, K. L., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading,26, 177–190. https:// doi. org/ 10. 1111/ 1467- 9817. 00195

閱讀策略

閱讀策略主要有幾個:Survey of Reading Strategies (SORS (Mokhtari et al., 2008) 和 Strategy-use Questionnaire (Taraban et al., 2000)。

Mokhtari,  K.,  Sheorey,  R.,  &  Reichard,  C.  (2008).  Measuring  the  reading  strategies  of  first  and  second  language readers. In K. Mokhtari & R. Sheorey (Eds.), Reading strategies of first- and second-lan-guage learners: See how they read (pp. 43–65). Christopher-Gordon Publishers.

Taraban, R., Rynearson, K., & Kerr, M. S. (2000). Metacognition and freshman academic performance. Journal of Developmental Education,24(1), 12–20

教師

教師動機

以下是為了能夠滿足段落所需的長度而定義的無意義內文,請自行參酌編排。