Podcast融入國小成語教學之教學成效評估

Research on Integrating Podcast into idiom teaching for 6th graders

廖文雄(Wen-Shioung Liao)

指導教授 ： 徐新逸

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2009年)

https://doi.org/10.6846/TKU.2009.00020

摘要

隨著網路進入到Web2.0時代，許多新的網路技術也應運而生，Podcast就是其中一種國外大學率先將Podcast這項技術應用到教學上，近年來國內教育界注意到Podcast在教學上的優勢，但把這種技術運用在教學上的大多是在大學，在小學教學應用的比例鮮少。另外，許多參考文獻都證實Podcast在語言學習上具其優勢，因此本研究將Podcast應用在小學的成語教學並探討其學習成效。
本研究目的在於比較傳統成語教學與Podcast融入成語教學之學習成效、比較不同Podcast融入成語教學模式之學習成效及調查學童對Podcast融入成語教學的接受度。本研究採準實驗研究法，實驗對象為北部某國小六年級學童，共計103人，將學習者分為控制組（35人）、實驗組A（35人）和實驗組B（33人），控制組以傳統講述式教學，實驗組A及實驗組B以Podcast模式進行實驗教學。實驗組A的方式是以PC閱聽Podcast成語教學節目，實驗組B以PC+MP4閱聽Podcast成語教學節目，共進行為期12週兩階段的實驗教學結果發現：
一、兩組實驗組學童的學習成效優於控制組學童。
二、兩種不同Podcast閱聽模式實驗組之學習成效並無顯著差異
三、89.77％的學童能接受Podcast融入成語教學的方式。
四、學童對Podcast融入成語教學的綜合感想是：方便、對自己有幫助、可以看影片、可以認識更多成語、可以提升語文能力、用得到、課程很有趣、易記印象深刻、有不會的可以用Podcast去找。
五、學童喜歡用MP4來學習，但學童對MP4用途的想法是將聽音樂、看影片擺在優先地位，而學習敬陪末座。
本研究期望透過此研究結果，分別對教師、學童在語文教學上及未來研究上提供建議，作為未來國小教師運用Podcast創新教學時的參考。

關鍵字

播客 ； 成語教學 ； 接受度 ； 行動學習

並列摘要

As internet technology marches into the Web2.0 era, new internet technologies have been developed from this framework. Podcast is one of the newest technologies developed from this system. Oversees institutions of higher education took the initiative to incorporate Podcast technologies into their teaching systems, and the advantages of Podcast, as used in teaching, has now grabbed the attention of the domestic education society. However, utilization of such technologies is still limited to institutions of higher education; only in rare occasions is this technology used in elementary school teaching at the current stage. Nonetheless, many studies have proven that Podcast has high advantages in language teaching. Therefore, this study makes an attempt to explore the effect of Podcast teaching for learning of Chinese idioms in elementary schools.
This study aimed to compare the effects of traditional idiom teaching and idiom teaching with Podcast, explore the effect of idiom teaching with different modes of Podcast, and investigate the levels of children’s acceptability to Podcast. This study adopted the quasi-experimental method with subjects from the sixth-grade classes of an elementary school in northern Taiwan. A total of 103 students were participated, who were divided into three groups, the Control Group (35 students), the Experiment Group A (35 students), and the Experiment Group B (33 students). The Control Group was implemented with the traditional teaching method, and the Experiment Groups A and B both were implemented with Podcast teaching. Experiment Group A learned the lessons through PCs, and Experiment Group B learned the lessons through a combination of PC+MP4 players. A period of 12 weeks of treatment was implemented. The results were found after the experiments: (1) The children from both experiment groups performed better than the children from the control group; (2) No significant difference was found between the two experiment groups implemented with two different modes of Podcast teaching; (3) 89.77% of the children reflected the high level of acceptability to Podcast teaching for Chinese idioms; (4) The children had positive attitudes towards Podcast teaching. They felt good about Podcast teaching because it is convenient and helpful; it can access videos and let them know more idioms; it improve language ability; it is useful and interesting; it makes deeper impression (easier to remember), and thy can use Podcast to search those they have not learned before; (5) Students liked the way of learning through MP4 players, but they thought MP4 was for music and videos; using it for learning was the last option.
This study is significant because it provides guidelines and suggestions to teachers and instructional designers for integrating Podcast into idiom and language teaching.

並列關鍵字

Podcast ； idiom teaching ； acceptability ； action learning

參考文獻

黃仁良（2005）。以系統觀提升作文能力。師友，480 期，80-83。

賴阿福（2004）。數位化教學與學習環境之變革。國教新知，51（1），19-32。

王全興（2004）。資訊科技融入作文教學之行動研究。教育研究年刊，53(4)，59-63。

朱鎮宇、張雅芳、徐加玲（2007）。國民小學資訊科技融入教學關注階段現況之研究。教育研究月刊，155，108-124。

陳詠濬 (2007)。多媒體限制式寫作對學童寫作成效之分析。國立臺北教育大學教育傳播與科技研究所碩士論文，未出版，臺中市。