書寫是個體將思想以文字紀錄及傳承的行為，不但是一種複雜的心理動作技巧，同時也是學齡兒童展現學習成果的主要管道，其重要性不可言喻。然而對於台灣書寫困難兒童來說，目前不但書寫相關治療與教學上的針對性資源不足，國內外的漢字書寫歷程的研究更是缺乏，使得書寫困難兒童長期無法獲得有效的學習資源。因此，本研究以書寫困難兒童之錯字表現出發，探討（1）整體、（2）介入教學與否以及（3）使用不同教學媒材對於其漢字書寫歷程的影響。
本實驗採平衡對抗設計，以依照三種漢字組字規則挑選各16個、共48個高頻常用漢字做為教學內容，並以新北市一所醫院收案之21位國小一到六年級的書寫困難學齡兒童作為研究對象，進行為期六週、總介入時長為六小時的12堂書寫介入課程。個案被分成實驗組與控制組，分別以不同的順序接受紙本和平板電腦等兩個階段的介入教學。在實驗前、後以及更換介入教學方法時，每位個案皆會進行識寫字相關測驗，作為了解現階段書寫能力的主要評量工具。為探討書寫歷程，本研究進一步將測驗中的書寫表現依照書寫意圖以及書寫型態進行標記，而後根據此標記進行量化的結果探討。
實驗結果經量化與質性的分析後，本研究發現除了顯著的學習成效外，個案的錯誤書寫意圖及型態皆以穩定的比例於下次的測驗中書寫正確，並發現錯誤的書寫意圖與書寫型態之表現應獨立討論，與過去研究所提出之「錯字先於別字」觀點有所不同。另外，從整體書寫表現之進步幅度來看，推測組字結構規則不僅是漢字識字的重要里程碑，亦有助於書寫能力的提升。最後，儘管在本次實驗中平板電腦介入後的書寫表現仍有顯著提升，其書寫正確率進步幅度卻顯著低於紙本介入教學的成效。
綜合上述，本研究之結果提供未來在漢字書寫歷程、台灣書寫困難兒童之書寫介入教學、平板電腦介入教學等研究之研究方向與實驗設計之參考。

Handwriting is the action that individuals record their thoughts into written language. It is not only a complex psychological-motor skill, but also the primary medium for school-age children to express their learning outcomes. However, Taiwanese children with written language disorders (TCWLD) are lack of suitable interventions and instructions nowadays; moreover, less researches have studied Chinese handwriting development progress. Therefore, this study aimed to discover how (1) the overall, (2) the interventional instruction, and (3) different instructional mediums contribute to Chinese handwriting development progress.
By applying a counter-balanced experiment design, this study involved 48 Chinese characters from three Chinese structural rules as the learning contents; 21 TCWLD participants studying primary school were recruited in this experiment, and all of them had completed a total of 6 hours handwriting intervention. Participants were equally distributed into experimental and control groups, which two groups conducted APP and paper-based instructions in different order. Evaluations were taken before, in the middle of, and after the intervention; to discover handwriting progress, handwriting products from the three evaluations were tagged by intent and shape.
Beside significant learning outcomes, results showed that handwriting products in each intent and shape classes transferred into correct conventional characters steadily over the experiment. More, this finding didn’t support the idea of ‘writing incorrect shape of characters develops before incorrect usage of characters’ raised by past researches; discussion across handwriting intention and shape development should be made independently. Meanwhile, providing Chinese orthographic structural rules as a strategy seems to be effective in enhancing handwriting outcomes. Lastly, although the outcomes coming from APP instructions had raised significantly, the progress of correctness was statistically lower than those measured in paper-based instructions.
In conclusion, aforementioned results may provide some suggestions for future studies that relate to Chinese handwriting development, intervention, APP and technology-based instructional design.

摘要 I
ABSTRACT II
致謝 III
目錄 IV
表目錄 VI
圖目錄 IX
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 6
1.3 研究問題 7
1.4 名詞解釋 8
1.5 研究範圍與限制 11
第二章 文獻探討 12
2.1 書寫歷程 12
2.2 漢字書寫歷程 21
2.3 鷹架策略 35
2.4 行動載具介入學習 44
第三章 研究方法 57
3.1 研究設計與架構 57
3.2 研究對象與場域 60
3.3 研究流程 64
3.4 研究工具 71
3.5 資料分析與檢核 74
第四章 書寫鷹架APP系統設計 82
4.1 書寫鷹架APP架構及使用說明 82
4.2 書寫鷹架APP學習內容設計 84
4.3 書寫鷹架APP教學鷹架設計 92
第五章 資料分析與討論 95
5.1 個案背景資料分析 95
5.2 整體書寫歷程 100
5.3 介入教學書寫歷程 113
5.4 平板電腦及書寫鷹架APP書寫歷程 130
5.5 討論 151
第六章 研究結論與未來展望 157
6.1 研究結論 157
6.2 研究建議 160
6.3 未來展望 161
第七章 參考文獻 163
中文部分 163
英文部分 166
附錄一 兒童研究知情同意書 175
附錄二 成人研究知情同意書 179
附錄三 前／後測內容 185
附錄四 紙本教材範例 191

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