面對以有用母語閱讀經驗的二語學習者，在不擅長華語識字與閱讀的情況下，該如何提升其識字與閱讀能力是研究者本身要面對的挑戰。然用以閱讀文章進行識字與理解策略的學習模式來導入二語學習者的課程中，在研究者任教的語言學校中是少見且屬待開發的教學模式。
故本篇論文的目地在於針對初級華語學習者，以泰國語言學校中現有的學習教材，導入識字閱讀教學策略，設計相關主題教案並利用線上教學方式實施，探究此教學模式是否能提升學生學習成效。同時也改善教師的教學能力以提升教學品質，使學生更熱衷於課堂之中。
本研究採用行動研究以及結構性訪談調查法，結合理論探討與實際實施狀況分析，發展符合本研究教學目標與課程設計。首先針對學生學習背景、家長需求與教師工作環境的要求進行分析後，設計具備多元智能發展、融合數位科技的課程活動，以i+1教學理論與文學本位教學模式作為本研究教學架構設計與實踐步驟的依據，課程實施後，以數位科技測驗與訪談方式調查課程的實施成效，並檢討、評估教學模式的可行性，最後根據學生與家長的學習成效和回饋，再將原先構想的教學模式加以改進，使之成為適合該校學生的學習模式與教師的教學指引。

Face on the learners who has good experience with literacy reading experi-ence on their own language but less experience to using second language to read, how we improve their abilities of recognize the Chinese characters and reading arti-cle was quite a big challenge. In my language school we not focus on reading, my student also not interested in learning Chinese, that why I want to improve this situa-tion.

The Covid-19 suddenly happened in this year, most of the school closed but learning can't stop, in this case we took online curriculum, one by one and each stu-dents took 40mins. In this research those student who come from international school, design the course that combined with multi-intelligence were very important, cause that could be effectively change their mind to learning Chinese and improve their read abilities.

Therefore, during the online Chinese curriculum we had been depend on "i+1" theories, " literature-based teaching model" and use more fun activities which was Kahoot, Quizlet and E-book to let students focus on their learning. At same time the teacher also could improve their teaching skills. In this research, we analyzed stu-dents learning background and parents expects, after the course we depend on stu-dents learning progress and parents feedback to analyze the whole teaching result.

一、中文文獻
林文韵、林景蘇、陳仁富、陳雅鈴、蔡雅薰、劉瑩、柯華葳(主編)(2014)。兒童華語教學導論(對外華語文教學研究叢書)。台北：中正。

林俊宏、林宜瑄譯(2016)。第二語教學最高指導原則(第六版)。台北：東華。

林文韵、施沛妤譯(2012)。兒童文學—理論與應用。台北：東華。

危芷芬譯(2015)。心理學導論(二版)。台北：雙葉書廊。

李乙明、李淑貞、國立編譯館譯(2008)。多元智能。台北：五南。

沈翠蓮(2008)。教學原理與設計。台北：五南。

陳幗眉(2018)。幼兒心理學(二版)。台北：五南。

陳千科(1956)。論不隨意識記與隨意識記的形式，見記憶、注意與聯想。北京：科學出版。

余浩彰、柳玉芬、梁竣瓘、彭妮絲、廖宜瑤、熊玉雯、歐德芬、賴明德(主編)(2019)。華語文教學導論。台北：新學林。

胡依嘉，王萸芳，曾金金，齊婉先，鄭琇仁，鍾鎮城(主編)(2015)。第二語習得與教學。台北：新學林。

周碧香(2014) 。圖解識字教學原理與實務。台北：洪葉文化。

許彩虹(2012)識字教學策略。台北：威秀資訊。

張春興(1994)。教育心理學：三化取向的原理與實踐。台北：東華。

張春興(2000)。現代心理學。台北：東華。

黃光田、蔡清田(2015)。課程發展與設計新論。台北：五南。

蔡雅薰、柯華葳(主編)(2009)。華語文教材分級研制原理之建構(對外華語文教學研究叢書)。台北：中正。

趙金銘主編(2004)。對外漢語教學概論。北京：商務印書館。

謝錫金、李黛娜、陳聲佩編著(2016) 。幼兒綜合高效識字：中文讀寫的理論與實踐。香港：香港大學出版社。

林金錫(2011)。華語教學一點靈，識字與寫漢字之間的關係。2009年04月12日，取自http://huayu.chinhsilin.com/?p=40

二、英文文獻
Annamaria Pinter. (2011). Children Learning Second Languages. U.K.: Palgrave Macmillan

Brown, C. (1991). Whole Concept Mathematics: A Whole Language Applica-tion. Educational Horizons, 69(3), 159-168.

Brown, J. D.(1995). The Elements of Language of Language Curriculum: A Systematic Ap-proach to Program Development, New York: Heinle & Heinle Publishers.

Braunger, J.and Lewis, J. P.(2006). Building a Knowledge Base in Reading (2nd edition). Newark, DE: International Reading Association.

Cammarata, L., & Tedick, D. (2012). Balancing Content and Language in Instruc-tion: The Experience of Immersion Teachers. The Modern Language Journal, 96(2), 251-269.

Chall, J. S. (1996). Stages of reading development (2nd Ed.). Orlando, FL: Harcourt Brace.

Curtain, H., and Dahlberg, C. A.(2010). Languages and Children—Making the Match: New Languges for Young Learners, Grades K-8(4th Ed.). USA: Pearson.

Dina Tsagari, & Egli Georgiou. (2016). Use of Mother Tongue in Second Language Learning: Voices and Practices in Private Language Education in Cyprus. Mediter-ranean Language Review, 23, 101-126.

Eimes, P. D. (1975). Speach perception in early infancy. In L. B. Cohen and P. Sala-patek (eds.), Infant perception vol.2.2 New York: Academic press.

Goodman,K. S. (1965). A linguistic study of cues and miscues in reading. Elementary English, 42(6), 639-645.

Halliday, M. A. K. (1975). Learning Hhow to Mean: Explorations in the development of language. New York: Elsevier North-Holland, Inc.

Krashen, S.(2004). The Power of Reading. Santa Barbara, CA:ABC-CLIO, Incorpo-rated.

Krashen, S.D and Terrell, T.D.(1983). The Natural Approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.

Linda,Lamme (1980). Raising readers: A guide to sharing literature with young Chil-drenWalker
Meek, M.(1988). How Texts Teach What Readers Learn. Stroud, Gloschester, U.K.: The Thimble Press.

Standards for Foreign Language Learning: Praparing for the 21 Century. National Satandards in Foreign Language Education, VA: American Council on the Teaching of Foreign Language Inc. Retriedved from http//www.actfl.org/sites/default/flies/pdfs/public/StandarsfroFLLexecsumm_rev.pdf

Scott W. A. & Ytreberg L.H.(2000). Teaching English to Children, New York: Long-man.

Tan, L. H., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Siok, W. T. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences, 102(24), 8781-8785.

Vygotsky, L. S.(1978). Mind in society: The development of higer psychological processes. Cambridge, MA: Harvard University Press.

Watson, D. (1989). Defining and Describing Whole Language. The Elementary School Jour-nal, 90(2), 129-141.

Wang, S. (2006). A Socio-psycholinguistic Study on L2 Chinese Reader’s Behavior while Reading Orally. Unpublished doctoral dissertation, University of Arizona, Tucson.

Wu, C., Chen, G., & Huang, C. (2014). Using digital board games for genuine com-munication in EFL classrooms. Educational Technology Research and Development, 62(2), 209-226.