Learn of mandarin phonetic symbols is a key for students starting to explore the value and abundance of the life that not only settle the foundation for language learning and vocal expression, but also raise the learning energy of various fields. Most of first grade students have learned mandarin phonetic symbols in kindergarten. The primary challenge for the first-grade teachers who must face is the M-shaped significant learning gap that has existed in students due to the factors of social huge transformation and the structure of low fertility family. In addition, the fulfill on remedial teaching of mandarin phonetic symbols for the first grade students is the concrete practice of the justice as fairness of John Rawls and is the critical issue of manifastinating social fairness and justice. Traditional teaching of mandarin phonetic symbols is restricted by the preparation and usage of the teaching apparatus. Teaching activity and game embedded into learning program are also restricted by the factor of the inelasticity in class-management that results in more perplex and unachievable in teaching objective. Up to now, information technology associated with network technology in teaching program is an oncoming e-trend, particularly, Interactive White Board (IWB) embedded into educational programs to effectively enhance student learning is an innovative method. Therefore, we try to utilize IWB as a teaching device for mandarin phonetic symbols remedial teaching for the first grade underachieving student. Combining the abundant network source of digital multimedia with IWB to supply teaching program and students’ learning in mandarin phonetic symbols has provided methods to effectively solve puzzles existed in learning of traditional mandarin phonetic symbols and to greatly promote motivation and interest of learning. The study is in process with an active research by repeatedly practicing in mandarin phonetic symbols remedial teaching for the first grade underachieving students in Nantou County. Exams were taken and diagnostic analyses of all participators’ responses were processed in the study, and then a teaching strategy was drafted to be merged into a digital multimedia game. After above procedures were done, this study was processed further from the data collection of the teaching feedback and from the students’ interview. Finally, the delineated data analyses were conducted according to these feedback data mentioned above to understand the effect of the IWB associated with mandarin phonetic symbols in remedial teaching. The conclusions in this study are drawn as follows:1.Appropriated adjustment is necessary for teachers on the employment of IWB embedded into mandarin phonetic symbols remedial teaching when students have puzzles in learning courses.2.With IWB being integrated into mandarin phonetic symbols remedial teaching to form a teaching device can actually upgrade the motivation and efficiency of the students’ learning.3.Learning from integration of IWB with mandarin phonetic symbols has positive response for all participators.Keywords: IWB, mandarin phonetic symbols, remedial teaching, active research, underachieving students.
