Mother tongue teaching (modersmålsundervisning) has started from the 1960s in Sweden and is open to the students with Chinese as mother tongue. Swedish Chinese mother tongue teaching is different from the overseas Chinese education considering of it is offered by the Swedish municipalities, for example, Stockholm municipality, Huddinge municipality and etc. One of the most fundamental aspects in Chinese teaching is Chinese characters teaching. How to teach Chinese characters is discussed heatedly not only in China but also overseas. With the previous research overview, it is found that there are numerous approved ways to teach Chinese characters but with very limited available information on the teaching methods used in mother tongue classes in Sweden and therefore I did the research about several selected methods to see which one is considered as most effective and preferred by both the students and teachers together with collecting brief background information of them.  The research is done among the Chinese mother tongue teachers and the students who take part in the Chinese mother tongue lessons. The teaching methods are specific to teach Chinese characters’ pronunciation, formation, meaning and usage. The main research methods are snowball sampling and questionnaire.  The results indicate that the majority of Chinese mother tongue teacher participants are with no teaching licenses in Sweden and lack of teacher professional education and not all the students use Chinese as the main home language. The language level can be varied. Additionally, although the most of the choices made by the teachers and students on the preferred teaching methods are overlapped but there are also different choices which draw the attention from the mother tongue teachers.

本研究採行動研究法，探究以繪本運用品德教育六E教學模式進行國小二年級負責品德教學活動之可行性與實施成效。研究者以任教班級23位學生為研究對象，實施十五周的品德教學活動。分析學生作品、教學實錄、教師札記、學生回饋與家長回饋等質性資料，歸納研究重要發現如下： 一、以繪本在低年級發展負責品德教育教學具可行性。 二、結合繪本與六E教學模式在品德教學上發展之教學模式與具體方法為：品德核心價值概念與繪本分析、倫理環境營造、同儕楷模學習、多元方式引起情意關注、繪本共讀討論、繪本事件分析、解釋與澄清價值觀、行動體驗、反思期許。 三、負責品德教育課程對於學生的品德認知與理性思考的開展有明顯成效。 四、多元教學方法受到低年級學生喜愛且有助於品德認知、情意、行動之學習表現。 / This study adopts action research method to understand the feasibility and implementation effectiveness of using picture books and 6E character teaching model (6E) in the character curriculum on the theme of “responsibility” for Grade-2 elementary school students. The research participants were 23 Grade-2 elementary school students in the researcher’s class, and a 15-week curriculum was conducted. Qualitative data analysis approach was employed to analyze students’ learning worksheets, teaching records, teacher’s daily notes, students’ feedback and parents’ feedback. The results are as follows: 1.It is feasible to use picture books in the character curriculum in the low-grade elementary school students. 2.This study concludes that the practicable teaching methods of using 6E teaching model and picture books in character curriculum are: Core value analysis, picture books analysis, ethical environment building, peer role model learning, concerns arousing, picture books reading and discussing, event analysis, core values interpretation and clarification, action experience and reflective expectations. 3.The character curriculum of responsibility improves students’ moral cognition and rational thinking remarkably. 4.The low-grade elementary school students like multiple teaching activities, which contribute to their moral cognition, affect, and behavior.

The study explored whether or not to delay introducing Chinese characters as part of first year Chinese as a Foreign Language (CFL) courses in post-secondary institutions in the U.S. Topics investigated: a) timing structures of current CFL programs in the U.S.; b) CFL teachers’ and students’ beliefs and rationales of an appropriate timing to introduce characters; c) CFL teachers’ and students’ beliefs about the importance and difficulty of different Chinese language skills; and d) CFL teachers’ and students’ beliefs about the requirement of handwriting in beginning-level CFL courses. Data were collected through a large-scale online student survey with 914 students and a large-scale online teacher survey with 192 teachers. At the same time, a total of 21 students and five teachers from a delayed character introduction (DCI) program and an immediate character introduction (ICI) program were interviewed. Both quantitative and qualitative methods were used to analyze the data. Results indicate that the majority of CFL programs did not delay teaching characters; most of teachers and students believed that speaking and listening were the most important skills and reading and especially writing characters were the most difficult skills; and most of teachers and students did not favor alternative methods to replace the handwriting of characters even though they considered handwriting to be the most difficult skill. With few studies carried out to investigate the timing issue of character teaching, results from the study provided foundational knowledge for CFL educators to better understand CFL teaching and learning in general, along with the teaching and learning of written Chinese characters, in particular.

本研究旨在探討高中生的教師品格教學、父母品格教養、批判思考能力、品格信念及品格行為之關係。研究參與者來自台北縣市公立高中二、三年級，有效樣本計538人。本研究採用的研究工具包括「品格行為量表」、「品格信念量表」、「品格教學行為量表」、「父親品格教養行為量表」、「母親品格教養行為量表」及「批判思考測驗—第一級」（CTT-Ⅰ）。資料分析所用的統計方法包括描述統計、單因子多變量變異數分析及線性模式分析。本研究主要發現如下： 1.就學校教師而言，大多身兼導師的國文、英文、數學科老師，對高中生品格影響最為深遠；就一般對象而言，母親及父親對孩子的品格影響最大。 2.不同性別的高中生在品格信念及品格行為上均有顯著差異：在品格信念方面，女生顯著優於男生，尤其在「責任」、「關懷」及「公民性」等指標的信念；在品格行為方面，女生亦顯著優於男生，尤在「值得信賴」、「公平」「關懷」及「公民性」等指標的表現。 3.不同年級的高中生在品格信念及品格行為上沒有顯著差異。 4.不同父母的教育程度的高中生在品格信念及品格行為上沒有顯著差異。 5.高中生品格信念及品格行為會相互影響：亦即品格信念程度愈高者，其本身品格行為表現愈好；品格行為表現愈佳者，擁有的品格信念程度愈高。 6.教師的品格教學行為對高中生的品格信念及品格行為有顯著效果，亦即知覺教師品格教學程度愈高者，其品格信念也愈強，品格行為表現程度也愈佳。 7.父母的品格教養行為對高中生的品格信念及品格行為有顯著效果，亦即知覺父母品格教養程度愈高者，其品格信念也愈強，品格行為表現程度也愈佳。 8.高中生批判思考能力對品格信念和品格行為沒有顯著的正向效果。 9.就高中生品格行為發展之子模式而言，教師品格教學行為及父母品格教養會互動之後，分別對品格信念及品格行為產生直接和間接的影響，且品格信念和品格行為間會相互影響。 最後，本研究依據上述的研究結果進行討論，並提出相關建議以供教師教學、父母教養及後續研究之參考。 / The main purpose of this study was to explore the relationships among teachers’ character teaching, parents’ character parenting, critical-thinking abilities, character beliefs, and character behaviors of high school students. The participants included 538 students sampled from six high schools in Taipei City. The employed instruments in this study were the Inventory of Character Behaviors, the Inventory of Character Beliefs, the Inventory of Character Teaching, the Inventory of Father’s Character Parenting, the Inventory of Mother’s Character Parenting, and the Critical-thinking Test, LevelⅠ. The employed analysis methods included Descriptive Statistics, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.As for school teachers, Chinese, English and Mathematical teachers who usually serve as tutors had the greatest effect on the high school students’ character development; as for general subjects, mothers and fathers had the most profound effect on the high school students’ character development. 2.There were significant gender differences on character beliefs and character behaviors. Specifically, the females outperformed the males in character beliefs, especially in “responsibility”, “caring”, and “citizenship”; moreover, the females outperformed the males in character behaviors, especially in “trust worthiness”, “fairness”, and “citizenship”. 3.There were no significant differences on character beliefs and character behaviors between the second graders and the third graders. 4.There were no significant differences on character beliefs and character behaviors among the three parents’ educational levels. 5.The relationships of character beliefs and character behaviors among the high school students were bi-directional. In other words, those who had stronger character beliefs performed more character behaviors and those who performed more character behaviors had stronger character beliefs. 6.The teachers’ character teaching had significant effects on the high school students’ character beliefs and character behaviors. Specifically, those who perceived higher degree of character teaching had higher character beliefs and performed more character behaviors. 7.The parents’ character teaching had significant effects on the high school students’ character beliefs and character behaviors. Specifically, those who perceived higher degree of character parenting had stronger character beliefs and performed more character behaviors. 8.The high school students’ critical-thinking abilities had no positive effects on their character beliefs and character behaviors. 9.In terms of the Model for the development of high school students’ characters, teachers’ character teaching and parents’ character parenting interactively influenced, both directly and indirectly, the high school students’ character beliefs and character behaviors; meanwhile, character beliefs and character behaviors influence each other. Finally, the researcher proposed some suggestions for educational instructions, parental upbringing, and future studies.

本研究旨在透過漢字字感教學法，試圖解決前人研究中各式漢字教學法之侷限性，進而發展出能在有限華語教學時數內完成、具有教學成效、符合各類漢字字源演變與特質，且能引起學習者動機，建立字感的漢字教學設計。本研究對字感的定義也同樣是教學目的：學習者經過漢字教學，掌握漢字的大概念後，將所學的知識應用到未學過的漢字上。學習者因而能夠有系統的分析、推測新字的形音義，或者有能力檢視漢字的形音義是否正確合理，如此有助於增進漢字學習效率。 本研究採用教學實驗法，以自編之漢字字感教材，連續十週開設免費班課程，每次上課50分鐘，對初、中級華語學習者進行教學實驗。教材字例以教育部華測會主辦之華語文能力測驗《基礎八百詞》中出現的漢字為主，總共分為五個主題：象形字例教學、指事字例教學、會意字例教學、形聲字例教學、假借字例教學。各教學主題內容主要分為：（1）教學前教師漢字知能建立與教案設計、（2）教學中活動操作步驟、（3）教學後學習評量施測與檢討、（4）學習者課程回饋單。本研究實驗課程合計教授142個漢字。 本研究主要結果如下： 一、字感教學確有教學成效。字感教學可建立教師正確的文字學知識與漢字釋義能力，並協助教師在有限教學時間內，運用本身知能有效率的進行漢字教學，減少學習者學習負擔。 二、字感教學符合教學需求與學習需要。字感教學透過為教育部華語文能力測驗（TOCFL）測驗公布之《基礎八百詞》中常用漢字量身打造教學活動，可以符合華語文教師實際教學需求、學習者學習需要，且讓學習者願意接受、提高學習興趣。 三、字感教學可引起學習動機，有助後續漢字學習。字感教學中的漢字書寫教學讓華語文學習者建立推測漢字「字音、字形、字義」的判斷、自我糾正、自主學習能力，破除漢字難學之迷思。經過有步驟、有系統、有意義、有樂趣、有文化的字感教學後，從客觀的學習評量分析可發現學習者確實能將課堂所學應用至推測與分析未學過的漢字，且可提升華語文學習者漢字書寫能力，從根本改善「動口不動手」的學習結果。 最後，本研究對往後教學實驗可修正與改進的部分提出建議，並期許藉由字感教學，讓全球華語熱因漢字的特色與文化更熱，讓世界各國感受到中華文化的美、智慧與溫度。 / The main purpose of developing the Chinese Character Perception Teaching Approach is to solve the restrictions existing in current Chinese character teaching approaches. Due to the limited time and proportion of Chinese character teaching in teaching Chinese as a second language (CSL), a set of lesson plans are made to possess certain efficiency, meet the different origins and property of each character from the six categories of Chinese characters (liùshū), invoke learners’ motive and build their solid perception toward Chinese characters. The goal of the teaching approach, as well as a more detailed definition of Chinese character perception would be: after going through Chinese character teaching approaches and master the big idea of each category of Chinese characters, learners would be able to transfer their knowledge to comprehend the characters they have not learnt yet. Thus, learners could analyze characters systematically, connect the sound, meaning and structure of characters, or observe whether a character is correctly written or pronounced according to its property. Chinese character learning efficiency would then be improved. In order to prove the positive effects of Chinese Character Perception Teaching Approach, the following items are practiced: the self-designed lesson plans and teaching materials to beginners and intermediate learners in CSL classroom. The experiment lasts for ten weeks, 50 minutes each time. The characters chosen in experiments are from “Standard 800 Phrases,” which is one of the bases of Test of Chinese as a Foreign Language (TOCFL). The teaching experiments are divided into 5 themes: pictographs, self-explanatory characters, associative compounds, pictophonetic characters, and phonetic loan characters. Each theme’s lesson plan contains: 1. before teaching—building teacher’s competence of Chinese characters; 2. during teaching—listing out activities and steps of teaching; 3. after teaching—assessment and review; 4. feedback sheet from students and teaching efficiency analysis. Throughout the experiment, 142 Chinese characters are taught and comprehended in total. The results of this study are listed as following: 1. Chinese Character Perception Teaching Approach is proved to be effective and operative. It provides teacher with appropriate knowledge of etymology and competency to explain the big ideas of different Chinese character categories in a way that is comprehendible to beginners and intermediate learners. 2. Chinese Character Perception Teaching Approach meets the need of both teaching and learning. This teaching approach is tailored to suit requirements in practical teaching and helps learners to prepare themselves for taking TOCFL. Besides, according to feedback sheets, students’ interest towards Chinese characters and related cultural issues are invoked. 3. Chinese Character Perception Teaching Approach can help learners to analyze characters systematically and connect the sound, meaning and structure of characters even before they are taught. Also, through adequate writing practice, students are familiar with the strokes of Chinese characters. Therefore, they are able to write not only correct, but also make words better-looking. Finally, the reaserch brings up some suggestions to modify and improve the Chinese Character Perception Teaching Approach. The author expect that through this effective and interesting way of teaching characters, the myth of “Chinese characters are hard to learn” would be broken, and let students from all over the world truly feel the warmth, the beauty of Chinese language and culture.