本研究旨在探討利用部首識字教學策略進行國小二年級閱讀之課程規劃與實施教學歷程中所遇到的問題，找到解決的方法並及時修正，並希望藉由識字教學課程的實施，提升學生的識字量。本研究採用行動研究法，以研究者任教之國小二年級班級，共二十四名學童為研究對象，為達研究目的，規劃運用國語日報文章及繪本教學提升學童識字量與閱讀興趣之行動研究方案，實施為期八週的課程，並使用「教育部常用字頻表」進行前、中、後測與自編「閱讀興趣調查表」進行前、後測，分析結果。歸納本研究所獲得的結論如下：一、多元有趣的活動設計可以提升學童的閱讀興趣。二、利用部首識字教學策略可以提升國小二年級學童的識字量。三、提升識字量可以增進學童的閱讀興趣。 最後依照結果，對低年級老師及未來研究者提出建議。 The purpose of this research is to investigate the problems encountered in the curriculum planning and implementation process of using the radical-based character recognition teaching strategy for reading instruction in the second grade of elementary school. To find solutions and make timely adjustments, and hope to enhance students' vocabulary through the implementation of the literacy teaching curriculum.This research adopts the method of action research, taking the second grade class of the elementary school taught by the researcher as the research object, with a total of 24 students as the research objects. To achieve the purpose of the research, it plans to use Mandarin daily articles and picture books to improve the students' literacy and reading interest. Research plan, implement an eight-week course, and use the “Ministry of Education Common Word Frequency Table” to conduct pre-, mid-, and post-tests, and self-compiled “Reading Interest Survey” to conduct pre-, post-tests, and analyze the results. The conclusions obtained in this study are summarized as follows:1. Diversified and interesting activity design can enhance children's interest in reading.2. The implementation of radical-based character recognition teaching strategies can enhance the character recognition abilities of second-grade elementary school students.3. Improving vocabulary can increase students' interest in reading. Finally, based on the results, recommendations are provided for early grade teachers and future researchers.
