Currently, the pre-primary education curriculum in Hong Kong is using an Integrated Thematic Approach. In language learning, teaching activities are random and there is a lack of systematic teaching of Chinese characters. The aim of this study is to construct a theory in the teaching and learning of Chinese characters for preschoolers and to investigate the effectiveness of the “Young Children Integrative and Effective Approach” (IEA). The theoretical framework of this research is based on the Integrative and Effective Approach and includes other word recognition theory, young children vocabulary acquisition and metalinguistic awareness research to further construct the IEA. The researcher has used multiple-case study method, including teaching experiments, classroom observations, interviews of teachers and young children, and analysis of young children’s work samples, in the collection of data. The samples of this research come from two individual schools. The first case study isthe lower class of School A (n=30); and the second case study is the upper class of School B (n=26).Each case is divided into the experimental group and control group. The researcher conducted the research in the two schools, and invited the young children to attend the word recognition pre-test and post-test. For in-depth investigation, the researcher followed up on the learning of three children of different abilities of the experimental group in School A in the second year. The research results were divided into two parts. In the first part, findings from the paired-samples t-test analysis showed that the young children in the experimental group using the IEA had significant improvement in word recognition. The data collected through classroom observations, teacher interviews and young children’s work sample analysis illustrated that the effectiveness of IEA lies in enhancing the young children’s learning of the meaning, sound and shape of Chinese characters. As for the second part, findings from Two-way ANCOVA (teaching method x ability group) showed that young children of the middle and lower ability from the experimental group had significant improvement in the word recognition test compared with the control group. Moreover the data collected through the sample works of the three young children of different abilities from the experimental group and interviews indicated that IEA could continuously improve preschoolers of different abilities in their learning of Chinese characters throughout the two years. The contributions of this study include filling the research gap, and developing a theoretical framework. The findings of the study could serve as a reference for early childhood teacher training, and for the development of curriculum and teaching materials. 香港的學前教育，主要採用「主題教學」的綜合課程模式，其中語文範疇變成隨機的教學活動，缺乏識字教學的系統。本研究的目的是建構幼兒識字學與教的理論及探討實踐「幼兒綜合高效識字法(高效法)」的效果。 本研究的理論，建基於「綜合高效識字法」，包括其他的識字理論、幼兒的詞彙習得及元語言意識的研究，進一步發展「高效法」的理論框架。 研究者採用多重個案設計，包括教學實驗、課堂觀察、教師及幼兒訪談、幼兒作品分析，從多渠道搜集資料。研究對象以兩所學校為整體單位。第一個案是學校甲的低班,共30人﹔第二個案是學校乙的高班，共26人。各個個案再分為實驗組和控制組。研究員在兩所學校進行教學實驗，並邀請幼兒參與識字的前後測試。為了增強研究的深度，第二年跟進學校甲實驗組3位不同能力幼兒的學習。 研究結果分為兩部分，第一部分，從配對T檢驗的分析，結果顯示「高效法」能全面提升幼兒的識字能力。其次，從實驗組的課堂觀察、教師訪談及幼兒作品的資料分析，結果深入了解「高效法」有效的特點，在於能促進幼兒的形音義發展。 第二部分，從二因子共變數(教學法x能力組別)的分析，結果顯示相對於控制組別，「高效法」能提升中能力或低能力幼兒的識字能力。其次，從實驗組3位不同能力幼兒的作品及訪談資料的分析，結果顯示「高效法」能持續於兩年增進不同能力幼兒的識字學習。 本研究的貢獻包括填補了幼兒識字教學法的研究缺口，並且發展幼兒識字學與教的理論框架。而研究所得，可應用於幼兒教育的教師培訓，以及發展識字課程及教材。 / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

唐美蘭. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 123-134. / Tang Meilan. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究背景 --- p.7 / Chapter 第二節 --- 研究目的和研究意義 --- p.11 / Chapter 第三節 --- 名詞釋義 --- p.12 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 漢字學習與集中識字教學理論 / Chapter 壹、 --- 漢字的特徵 --- p.14 / Chapter 貳、 --- 傳統語文教育的漢字學習 --- p.15 / Chapter 參、 --- 有關漢字學習.心理學研究 --- p.15 / Chapter 肆、 --- 集中識字的理論與實踐 --- p.19 / Chapter 伍、 --- 小結 --- p.24 / Chapter 第二節 --- 課程評鑑的意義與模式 / Chapter 壹、 --- 課程的定義 --- p.26 / Chapter 貳、 --- 評鑑的意義和目的 --- p.27 / Chapter 參、 --- 評鑑的功能 --- p.29 / Chapter 肆、 --- 課程評鑑與課程發展 --- p.29 / Chapter 伍、 --- 課程評鑑模式 --- p.31 / Chapter 陸、 --- 小結 --- p.33 / Chapter 第三章 --- 研究方法與實施 / Chapter 第一節 --- 研究方法 --- p.34 / Chapter 第二節 --- 研究問題 --- p.34 / Chapter 第三節 --- 研究實施 --- p.35 / Chapter 第四節 --- 研究限制 --- p.41 / Chapter 第四章 --- 影響字族文集中識字課程實施的因素 / Chapter 第一節 --- 課程使用者因素 --- p.43 / Chapter 第二節 --- 課程設計因素 --- p.50 / Chapter 第三節 --- 實施策略因素 --- p.56 / Chapter 第四節 --- 機構情境因素 --- p.60 / Chapter 第五節 --- 社會政治因素 --- p.62 / Chapter 第六節 --- 小結 --- p.63 / Chapter 第五章 --- 字族文集中識字課程目標、教學內容、教學方法 和評估學生學習成果等方法的轉變 / Chapter 第一節 --- 課程目標 --- p.65 / Chapter 第二節 --- 教學內容 --- p.71 / Chapter 第三節 --- 教師教學方法 --- p.77 / Chapter 第四節 --- 評估學習成果方法 --- p.81 / Chapter 第五節 --- 小結 --- p.82 / Chapter 第六章 --- 字族文集中識字課程的決策取向和影響 / Chapter 第一節 --- 機構層面 --- p.84 / Chapter 第二節 --- 教師層面 --- p.91 / Chapter 第三節 --- 學生層面 --- p.95 / Chapter 第四節 --- 小 結 --- p.97 / Chapter 第七章 --- 總結和建議 / Chapter 第一節 --- 課程實施層次、課程設計、 課程使用者與學校組織架構 間的交互關係 --- p.99 / Chapter 第二節 --- 建議 --- p.107 / Chapter 第三節 --- Stake感應評鑑模式的限制 --- p.111 / Chapter 第四節 --- 總 結 --- p.112

published_or_final_version / abstract / Linguistics / Master / Master of Arts

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

Over the last decade, a significant number of overseas Chinese including Hong Kong emigrants have returned to Hong Kong. Many returnees, especially those who learnt Chinese as a heritage language, often encounter various language difficulties upon their return mainly due to their incompletely acquired version of the Chinese language. However, there is little research on the Chinese language learning and teaching for this special community, which is inherently different from native Chinese learners or second-language learners. This work explores various pioneering ways to develop returnees’ greater fluency in the Chinese language and especially to improve their practical literacy skills. We intend to evaluate and further develop their awareness of the orthographic principles operating in Chinese characters. We believe that this is a key step to help Chinese returnees quickly integrate themselves to the local society. / published_or_final_version / Education / Master / Master of Education