桌上遊戲應用於華語文教學課堂之選用與效益評析指標建構研究

本研究目的在於因應當前華語文教學領域中，將桌上遊戲融入課堂之需求日益增加的趨勢，為教師們建立一套專屬華語文課堂的桌上遊戲評析指標。華語文教學具有跨文化、跨語言交際之特性。當愈來愈多教師為了在課堂中達到提高學生學習動機，引導學生討論的目標，嘗試融合多樣的教學法理論設計出融合任務教學、分組式合作學習等生動活潑的教案時，不難發現教師與學生雙方對課堂進行方式的需求也變得更加多元。於此背景下，相關的教學策略、研究蓬勃發展，其中「桌上遊戲」融入華語文教學的創新教學模式也應運而生。教師若能掌握精確的教學目標，將遊戲融入課堂，就能達到反覆操練並加強學生語言能力的效果。然而隨著桌上遊戲應用於華語文教學的領域日益受到重視，目前卻仍未發展出能統一評估課堂中桌上遊戲選用與學習效益的相關指標。　　本研究藉由整理前人研究與探討相關文獻，著手梳理眾多華語教師於課堂教材、教具挑選過程中具普遍性的考量脈絡。再者條列出受教師們喜愛之桌上遊戲種類，依華語文教學特性將多樣的教學型桌上遊戲分為四大類，分別為：生詞操練類、語法句型應用類、綜合表述類，以及文化知識類。接著訂定華語文教學目標下的主要構面，並參照CIPP教育評鑑模式架構建制因應華語教學需求之變型，作為該指標主要向度基礎。為完善評析指標信度與實用效能，本研究針對具備華語文教學實務經驗共63位華語教師為對象進行問卷調查，請受訪對象依自身於課堂運用桌上遊戲經驗，細部評估27種可應用於華語教學課堂之桌上遊戲在本研究所建構指標中的實際表現。問卷調查結束後，經整合、分析結果得以歸納出華語文教學型桌上遊戲實際回饋與量化評分數值。最後，將桌上遊戲按受訪對象填答率排序，挑選共12種桌上遊戲，透過建構雷達圖來進行各桌上遊戲可視化評析指標之實踐。望本研究成果能使教師們於桌上遊戲教材選用時，可藉由系統化的參考原則及構項分布，從中篩選出在不同課堂背景、特定教學目標下最切合其預期效果的教具媒介。

關鍵字

華語教學；桌上遊戲；教育型桌遊；評析指標

並列摘要

This research aims to respond to the increasing trend of integrating tabletop games into classrooms in the current Chinese language teaching field and to establish a set of tabletop game evaluation indicators for teachers exclusively in Chinese language classrooms. Chinese language teaching has the characteristics of cross-cultural and cross-language communication. When more and more teachers try to work out their teaching plans with task-based or group-based cooperative learning to increase students' learning motivation, it is not difficult to find that the needs of both teachers and students have become more diverse than before. In this context, integrating "tabletop games" into Chinese language teaching has also begun for the needs. 　If teachers can adapt class teaching objectives such as tabletop games or identify specific teaching objectives for students, it is beneficial to achieve the teaching aims and strengthen students' language ability. However, there have not yet been developed relevant indicators that can evaluate the selection of tabletop games and learning effectiveness in classrooms. By sorting out previous research and discussing relevant literature, this research sorts out the general considerations of most Chinese teachers in the process of selecting classroom teaching materials and teaching aids. According to the characteristics of Chinese language teaching, the various teaching tabletop games are divided into four categories: word practice, grammar and sentence application, comprehensive expression, and cultural knowledge. Then, the main dimensions under the Chinese language teaching objectives are also defined and constructed regarding the CIPP education evaluation model as the basis for the main dimensions of the indicator. 　To improve the reliability and practical effectiveness of the evaluation indicator, this research conducted a questionnaire on 63 Chinese teachers with practical experience in Chinese language teaching. The teachers were asked to share their expertise in using tabletop games in the classroom by evaluating 27 kinds of tabletop games. Finally, these tabletop games are sorted according to the feedback of the teachers, and 12 tabletop games are selected to construct the visual evaluation indicators in terms of the radar chart. It is hoped that the results of this research will help teachers to select the most suitable tabletop games to achieve their teaching aims under different classroom backgrounds and specific teaching objectives.