篇名 |
多媒體教材解釋模式對文言文學習成效之影響
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並列篇名 | The Impacts of Different Modalities of Multimedia on Classical Chinese Learning |
作者 | 羅綸新、齊瑮琛 |
中文摘要 | 本研究以多媒體學習的認知理論為基礎,採用準實驗法,檢視不同媒體呈現模式對學習文言文的影響。實驗對象為八年級87位學生,自變項為三種不同的多媒體組合模式:一、動畫+文言範文字幕+白話字幕解釋;二、動畫+文言範文字幕+白話旁白解說;三、.動畫+文言範文字幕+白話旁白解說與同步字幕。每位學生學習三篇文章但每次不同模式,在學習每一篇文言文之後,接著進行立即文意後測,最後再填寫一份多媒體學習回饋單。研究結果顯示,文言文多媒體教材中「白話旁白解說」和「白話旁白解說與同步字幕」,兩者在學習成效上皆顯著優於「白話字幕解釋」;再從學習者的回饋意見來看,77%的受測者肯定多媒體教材能提升學習興趣,68%的受測者最喜歡以搭配「白話旁白與同步解說字幕」的教材模式來學習文言文。 |
英文摘要 | The purpose of this study is to explore the impacts of different modalities of multimedia learning or classical Chinese learning. The study adopts a qua-si-experimental method based on the cognitive theory of multimedia learning. The subjects consist of 87 eighth-grade students from a junior high school in Keelung City. In the study, each student learned classical Chinese through three different modalities of multimedia (M1: subtitles in colloquial Chinese, M2: narration in colloquial Chinese, M3: narration with synchronized subtitles in colloquial Chinese) in three different paragraphs, and then takes a posttest after each paragraph. Finally, a questionnaire was conducted. Results showed that multime-dia materials with “colloquial narration” or with “colloquial narration and sub-titles” were significantly more effective than that with “colloquial subtitles” only. Feedbacks from learners showed that 77% of the subjects liked to use multimedia in Chinese Classical learning, 68% of the subjects preferred “colloquial narration with subtitles” mode to learn classical Chinese. |
起訖頁 | 1-29 |
關鍵詞 | 多媒體學習、文言文、國文教學、Multimedia learning、Classical Chinese、Chinese teaching |
刊名 | 華語文教學研究 |
期數 | 201209 (9:3期) |
出版單位 | 世界華語文教育學會 |
該期刊 下一篇
| 非目的語環境華語國別教材編撰的思考、設計與實施 |