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研究生: 許智華
Hsu, Chih-hua
論文名稱: 華語線上同步學習之師資培訓研究
Teacher Training for Online Synchronous Chinese Learning
指導教授: 籃玉如
Lan, Yu-Ju
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2019
畢業學年度: 107
語文別: 中文
論文頁數: 87
中文關鍵詞: 遠距教學線上同步教學職前教師華語教學師資培訓
英文關鍵詞: distance education, online synchronous teaching, pre-service teacher, Chinese teaching, teacher training
DOI URL: http://doi.org/10.6345/NTNU201900959
論文種類: 學術論文
相關次數: 點閱:261下載:0
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  • 線上同步教學的發展因著當代網路科技的發達而有了大幅的發展,語言學習因不受地域的限制而能更能推廣,然而線上同步教學不同於課堂教學,教師需面臨教學平台操作、教學互動方式與教學情境改變等難題。線上同步教學的教師培訓有其必要性。
    本研究觀察國立臺灣師範大學「2018年線上華語教學實務課程」的面授和實務實習課程共14週,以行動研究法反覆進行理論課程、實務教學、反思和討論;再以問卷調查法收集37位職前教師的反思感想,分析職前教師的自我成長、行動策略和協力學習(collaborative learning) 的各項表現。
    本研究結果揭示:一、除了培養職前教師對基本理論的學習之外,「反思討論」和「反思之後再回實務教學的應用」,亦為影響職前教師職能發展的重要因素。二、同儕間的協同學習和組內互助為職前教師培訓過程中的重要環節,同儕間的相互支援與互助也是職前教師成長與自我調節的重要因素;最後訪談六位經由本培訓課程後成為線上教師者,分析其對本培訓課程之回饋,探討培訓課程對實質上對線上華語教師之助益和線上華語教師在教學上之需求。
    另外本研究中發現,除了線上同步教學課程之外,在教學外的時間,利用訊息文字即時提問和回應也為現今師生間的教學應用方式。除了在固定的電腦前接受同步視訊教學外,利用行動裝置支援無所不在的同步學習亦為遠距教學的可能性。本研究的結果供培訓單位作為規劃同質性培訓課程之參考;此外,教學外利用文字即時訊息或是即時視訊或語音學習是否能對語言教學課程有何助益,亦為未來遠距教師培訓研究值得研究觀察的現象。

    The development of online synchronous teaching has made great stride due to modern internet technology. Language learning can be promoted without geographical restriction. At the same time, online synchronous teaching is different from classroom teaching. Teachers need to face new challenges in teaching platform operation, in teaching interaction method and the change of teaching environment. Due to these challenges, teacher’s training for online synchronous teaching has its necessity.
    This study was conducted to observe the face-to-face and practical internship courses of the "2018 Web-Based Chinese Language Teaching Practice" of National Taiwan Normal University for 14 weeks. The action research method was repeated to carry out theoretical courses, practical teaching, reflection and discussion; and then the questionnaire survey method was used to collect the feedback from 37 pre-service teachers and analyze the self-growth, performance, and collaborative learning of these pre-service teachers.
    The results of this study reveal: First, in addition to the basic theory of teaching, the reflective discussion and the application of practical teaching after reflection are important factors in the functional development of pre-service teachers. Second, collaborative learning and mutual help within the group are important links in the pre-service teacher training process. Mutual support and help among the team members are also important factors for the pre-service teacher’s growth and self-regulation.
    Furthermore, we found another modern-day applied teaching trend in this study: the immediate feedback of question and answer between teachers and students via instant text message after class. This is in addition to online synchronous teaching. Besides receiving synchronous video teaching in front of a fixed computer, the use of mobile devices to support ubiquitous simultaneous learning also allows the possibility for distance learning. Perhaps further observation on the impact of instant text messaging, instant video or voice learning is required for the language teaching curriculum. One can then use the result as a referential point to set up distance teaching training curriculum in the future.

    附表目錄 vii 附圖目錄 ix 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究問題 4 第三節 名詞解釋 5 第四節 本研究之重要性 6 第二章 文獻探討 7 第一節 遠距電腦輔助語言教學 7 一、電腦輔助語言教學與線上教學的發展 7 二、線上同步與非同步語言教學 8 第二節 線上同步教學的要點 9 一、線上同步教學的特點 9 二、線上同步教師的角色與應具備之能力 11 第三節 線上教師培訓 12 一、教師培訓 12 二、線上華語教師培訓現況 13 第四節 反思學習與同儕協同學習在教師培訓的重要性 14 一、線上教師培訓中自我反思的意義 14 二、職前教師的自我效能 (self-efficacy) 15 三、同儕間之合作學習(cooperative learning)與協力學習(collaborative learning) 16 第三章 研究方法 17 第一節 研究對象 17 第二節 研究設計 17 第三節 研究工具 18 第四節 研究程序 21 第五節 資料蒐集與分析 25 第四章 研究結果 27 第一節 心得反思分析結果 27 一、本課程所帶的成長 27 二、在課程中運用什麼策略解決遇到的困難 32 三、組員間的合作歷程 35 四、和學生在課堂內外的互動方式 37 第二節 問卷分析結果 39 一、自我專業能力成長 39 二、線上實務教學的困難 41 三、線上教學實務課的幫助 44 第三節 焦點訪談分析結果 46 一、在修習本課程之前教學經驗 46 二、課程上的經驗對現在教學上的幫助 47 三、教學對象不同的差別與課程上的經驗是否有助於勝任現在的工作 48 四、目前的教學問題與培訓課程中未提及的問題 49 五、對於線上華語教務課程之建議 50 六、對未來有培訓課程應提供之教學項目之建議 50 第五章 研究討論和發現 53 第一節 職前教師的困難和解決策略 53 第二節 反思與合作學習對教師能力的正向成長 54 一、反思學習 54 二、小組合作學習 54 第三節 即時工具的應用 55 第四節 現職教師訪談 55 第六章 結論與建議 57 第一節 研究結論 57 一、反思模式對教師能力的正向成長 57 二、職前教師的困難時的解決策略 58 第二節 研究限制 58 一、課程安排限制 58 二、學生人數和老師的人數限制 58 三、教師評估量表 59 第三節 未來研究發展的建議 59 一、在教師培訓中加入對職前教師之教學困難的解決策略討論 59 二、理論課程與實務教學並進的師資培訓 60 三、線上教師培訓應具備之項目 61 四、即時工具的應用對現今語言學習發展的可能性 62 參考文獻 63 附錄一 期未問卷 69 附錄二 焦點訪談逐字稿 81

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