多媒體教材解釋模式對文言文學習成效之影響

The Impacts of Different Modalities of Multimedia on Classical Chinese Learning

羅綸新(Laurence L. S. Lwo) ； 齊瑮琛(Li-Chen Chi)

《華語文教學研究》 9卷3期 (2012/09) Pp. 1-29

https://doi.org/10.6393/JCLT.201209.0001

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＋文言純文字幕＋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，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。

關鍵字

多媒體學習 ； 文言文 ； 國文教學

並列摘要

The purpose of this study is to explore the impacts of different modalities of multimedia learning or classical Chinese learning. The study adopts a quasi-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 multimedia materials with ”colloquial narration” or with ”colloquial narration and subtitles” 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.

並列關鍵字

Multimedia learning ； classical Chinese ； Chinese teaching

參考文獻

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