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This research is meant to explore how the word puzzle pedagogy affect the word education, using word puzzle as an assistant material, for the pupil at the second grade of elementary school. Through literature discourse, the correlation between word puzzle and education was analyzed, and the related knowledge regarding the history, element, typology, and design tactic of the word puzzle clarified. A meta-experimental method was applied to discover the word learning effect in relation to the word puzzle solving capacity and difference of pupils. A subjective questionnaire was developed and surveyed to reveal the degree of preference in terms of the learning attitude of word puzzle towards word education. In this study, the group of second grade pupils of the Shu-Lin elementary school at New Taipei City was invited to participate in this research. The teaching plan was carried out by a 40-minute lesson per week, and 12 weeks altogether. The experimental tools are word puzzle teaching material, word puzzle test, word test, and subjective questionnaire of word learning attitude. A 2X3 mixed factors MANOVA and the relative post hoc tests were processed to identify the hypothesis. As the experimental result analysis indicated that the teaching of word puzzle would improve the capacity of word puzzle solving; among the three types of word puzzle methods, Symbolic (Chin-Shun Fa), Meaning (Yi-Hui Fa), and Reunion (Li-Hu Fa), the type of Symbolic was found to be the easiest one to learn. The study result suggests that Chinese teachers may implement word puzzle into the teaching material as an assistant tool for word learning; Symbolic type can be the first order among the other word puzzle types, because it is the easiest one to learn; additionally, guidance and encouragement on word puzzle design can reinforce the pupils’ motivation of their word learning; extension of the word library will broaden the scope of the learning on word puzzle; and finally, multi-media can be developed and applied to nurture the content and interaction of the learning process.
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