TPACK華語師資培訓成效之研究

A Study of Integrating TPACK into Chinese as a Second Language Pre-service Teacher Training

鄭琇仁(Hsiu-Jen Cheng)

《高雄師大學報：人文與藝術類》 38期 (2015/06) Pp. 95-122

摘要

Koehler與Mishra的「科技內容教學知識（TPACK）」指出高效的資訊教育，教師除了具備教學專業、教學內容和技術知識外，更需考量其三者交互的關係，此概念廣受師資培訓的喜愛。作者採「科技內容教學知識」建構「教」與「學」培訓模式。五項華語師資培育策略包含教學設計養成、師傅教師的影響、同儕合作的功效、線上教學、教學反思，融合實習課程，建構其TPACK知能。研究對象為華語教學研究所碩士級生與在美國修習中文課的大學生。研究目的如下：（1）檢測培訓策略對教師遠距教學之TPACK專業知識的影響，（2）分析學生教師反思在TPACK專業知識的表現，（3）了解學習者對線上口語課程的學習觀感，（4）學生對於課程所提供之文化知識的理解度。採內容分析法，收集教學反思、問卷與口語匯報資料等資料。結果顯示此跨國「教與學」的模式，培育學生教師部分TPACK知能的發展，尤其是TK、PK、CK、TPK、PCK。五項培訓策略中師傅教師與線上實習對學生教師之TK、CK、PK的影響深遠，反思更反映了學生教師在TPK、PK、TK、PCK、CK的觀察較多。學習者也賦予高度肯定，其文化性知識的理解度，取決於學生教師內容的分量以及話題安排。最後建議培訓時簡化學生教師任務，讓其能從中提升特定其專業知能，也更能集中體驗課程設計的操作方式。

關鍵字

遠距華語師資培訓 ； 多媒體融入口語教學 ； 師資培訓

並列摘要

TPACK (Technological Pedagogical Content Knowledge) advocated by Koehler and Mishra indicates that effective technology integration not only requires the teachers' professional knowledge on pedagogy, content, and technology, but also on the interrelationships among the three elements. The researcher of the study adopted TPACK as research framework to establish a teaching and learning model combining CS/FL (Chinese as a Second/Foreign language) pre-service teacher training with CS/FL students language learning. Five training strategies including lesson planning, advisors, peer cooperation, online practices, and reflections were administrated to pre-service teachers. Speaking lessons followed by Krashen i+1 theory integrating digital multimedia and local cultural content into course design were offered for American learners of Chinese.Accordingly, the study aims to (1) examine the effects of the five training strategies on pre-service teachers professional knowledge, to (2) analyze the content of the teaching journals reflected TPACK professional knowledge, and to (3) understand the student learners' attitudes toward speaking lessons and their comprehension of cultural information taught by pre-service teachers.Content analysis was applied to analyze the data collected from questionnaires, teaching reflections, and interviews. The results showed that overall pre-service teachers' TPACK knowledge was development partially, especially on TK, PK, CK, TPK, PCK. The strategies of advisors and online practices affect effectively developing TK, PK, CK. The Chinese learners were all satisfied with their online lessons, but their comprehension of cultural content was associated with the level and proportion of new content taught by their teachers as well as their interests. Finally, discussion and further suggestions were also provided.

並列關鍵字

CSL Teacher training on distance education ； TPACK ； Multimedia assisted instructions for speaking lessons ； Teacher training

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