なぞり及び視写練習の組合わせが幼児・児童の書字技能に及ぼす効果

Abstract

Two experiments were designed to inve stigate the effect of the combination of tracing and copying practices on handwriting skills of Japanese letters in young children. In Exp. I, 178 first grade children were randomly divided into five groups and required the following practices using Chinese characters (usi, ke, tomo, to): (1) tracing group, tracing the material 5 times in three consecutive days ; (2) copying group, copyingthe same material in the same way during 3 days ; (3) tracing-copying group, tracing the material 5 times in the first day and copying them in the second and third day ; (4) copying-tracing group, copying the material 5 times in the first and sec ond day and tracing them in third day ; (5) control group, no practice. In Exp. II, 63 preschool children (5 and 6 years old) served as subjects under the condition (1),(2), and (3). Tracing-copying practices were the most effective method of handwriting skill acquisition for first graders who had been learning it for over half a year in elementary school, while tracing-copying practices were no more than copying practices for preschool children.