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    Title: 以情境感知技術與情境學習策略融入初階華語文教學之系統雛形研究
    Other Titles: Integration of context-awareness technology and situated learning strategy in designing and developing basic Chinese as second language learning system
    Authors: 張佳琪;Chang, Chai-Chi
    Contributors: 淡江大學教育科技學系碩士班
    顧大維
    Keywords: 情境感知;情境學習;華語文教學;context-awareness;Situated learning;Teaching Chinese as a Second Language
    Date: 2012
    Issue Date: 2013-04-13 10:41:54 (UTC+8)
    Abstract: 華語目前已是世界上最多使用人口的語言,而各地亦掀起一波華語學習熱潮,近年來更是有高達兩萬人外籍學生來台取經,實際投入華語場域進行學習。而本研究旨在運用情境感知技術與情境學習策略設計一套初階華語學習系統,希冀透過此學習系統,學習者能於課餘閒暇時間進行反覆練習與測驗,並且能解決華語文教師在課堂中人力不足以及時間不足等問題,更希望學習者能透過此學習系統增進學習成效與提升學習動機。
    透過文獻探討瞭解目前華語文教學之方法與策略,歸納與綜整語言教學法之優點,發現其優點與情境學習策略相符,故採用情境學習策略融入此學習系統中,並且運用無線射頻辨識系統工具做為與學習者與學習系統之間的聯結,學習者能藉由系統所產生之回饋與互動進行學習,使學習者於華語學習情境中學習。
    本研究採用設計本位研究法,透過分析、設計、發展、實施與形成性評鑑,建構初階華語學習系統。透過分析階段與華語文教師之訪談,瞭解外籍學生學習華語的情形與需求,進而設計其所需之功能。學習系統分為學生端與教師端,學生端之功能有:提示功能、輔助功能、時間計時功能、記錄學習者練習與測驗功能;教師端功能有:題目編輯、考卷編輯、檢視學生成績與RFID管理。
    藉由學習者之形成性評鑑以及訪談資料、觀察結果與滿意度問卷,得到學習者的評鑑成果與滿意度數據,進而分析其背景與評鑑結果及滿意度之關聯性與顯著性差異等。
    研究結果發現:
    1. 適用於華語學習之教學法和學習策略為情境學習。
    2. 情境感知與情境學習融入華語文受到肯定。
    3. 華語學習系統符合學習者與教師需求。
    4. 初階華語學習系統滿意度高。
    後續研究的建議:
    1. 增加類別與程度。
    2. 針對教師端進行設計與發展。
    3. 開發使用手冊。
    Chinese language is used by the most population in the world currently, and more & more people are willing to learn this language. There are more than 20,000 foreign students come to Taiwan to study Chinese in these few years. The main purpose of this study is integration of context-awareness technology and situated learning strategy in designing and developing Basic Chinese as second language learning system. Through this system, we hope the users can improve their language ability & motivation by practice repeatedly & doing exams in their free time in order to solve the shortage of teachers & lack of time.
    Through literature studying to understand the Chinese teaching methods & strategies; to summarize and comprehend the advantages of teaching methods, we found the previous advantages are the same as the situated learning strategy. Thus, the situated learning strategy is integrated to this learning system, and also use the radio frequency identification system to link the users & the learning system. In this way, the users can process Chinese learning in situated learning via the feedback & interaction from the system.
    This thesis is used design-based research method, and build up Basic Chinese learning system through analysis, design, development, implementation and formative evaluation. Through analysis and interview with the Chinese teachers, we realized the learning situation & demand from the foreign students. Then, design the system based on what are needed by the students. There are 2 parts in this learning system, student & teacher. The student part include the functions of giving a cue, assistance, time checking, recording for practicing & testing. Another part for teacher includes topics or assignment editing, students’ grading & RFID management.
    Through this learner’s evaluation, information of interviewing, result of observation and questionnaire, we got the learner’s evaluation & data of questionnaire, and analysis the background, the connection of satisfaction, obvious difference and so on.
    The result of this thesis:
    1.The system fits the teaching methods of Chinese language learning and situate learning strategy.
    2.Integration of context-awareness technology and situated learning is to be agreed with.
    3.The Chinese language learning system is what the learners & the teachers need.
    4.The satisfaction of Basic Chinese learning system is high.
    The recommendation for the following studying:
    1.To add the classification & level.
    2.To focus more on designing & developing for Teachers’ part.
    3.Operating manual is needed.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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