資訊科技融入語言教學對中學生學習華語成效之研究-以沙巴建國中學為例

A Study on the Effect of Information Technology into Language Teaching on Middle School Students' Learning Mandarin -A Case Study of a Kian Kok Middle School in Sabah.

鄭寶碹(Teh Poh-Suan)

指導教授 ： 古明峰

國立清華大學/竹師教育學院/教育與學習科技學系馬來西亞境外碩士在職專班/碩士(2017年)

摘要

中文摘要
本研究以資訊科技融入語言教學策略設計「華語課程」，並探討對提昇中學生學習華語的動機與成就。本研究以「不等組前後測」之準實驗設計進行研究，研究對象為沙巴建國中學初中一年級64位學生，其中一個班級實驗組（37人）、另一個班至對照組（27人），實驗組接受三週六節課的資訊科技融入語言教學的華語課程，對照組則接受三週六節課的的一般語言教學的華語課程。
本研究以「學習華語動機量表」及「華語成績」為研究工具，對研究對象實施前測、後測及追蹤測，分別進行單因子共變數分析統計考驗研究假設。
本研究結果為：
一、 資訊科技融入教學對中學生在學習華語成就方面的立即性效果沒有差異；三週後的追蹤測，在中學生學習華語的成就方面有延宕性效果，整體表現顯著優於對照組。

二、 在華語學習動機方面的「自我肯定」、「成就動機」後測中有立即性效果，資訊融入教學表現優於對照組，實驗結束後三週，在學習華語動機方面的「學習態度」是有延宕性效果,實驗組表現是優於對照組。

關鍵詞：資訊科技融入教學、華語教學、學習成效

關鍵字

資訊科技融入教學 ； 華語教學 ； 學習成效

並列摘要

Abstract
This study focuses on the integration of information technology into the language teaching strategy plan of "Chinese Language Courses" as well as examining the improvement of motivation and achievement in secondary school Chinese learning. The subject matters of this study are a total of 64 junior one students, in which a class of 37 students acted as the experimental group, and a class of 27 Malaysian students acted as the control group. The experimental group has undergone three weeks (six periods) integration of information technology into the language teaching strategy plan in Chinese language courses, while the control group has undergone three weeks (six periods) of traditional language teaching strategy plan in Chinese language courses.
This study has applied the “Learning Chinese Motivation Scale” and “Chinese Proficiency” as tools of measurement to conduct the pre-test, post-test and follow-up test on the subject matters, while single-factor covariance analysis were carried out.
The results obtained from this study are:
1. The pre-test results obtained from the experimental group showed no immediate effect of improvements in the Chinese language learning and showed no difference when compared with the controlled group. However, after three weeks of follow-up test, the experimental group showed a delayed effect, yet the overall performance was significantly better than the controlled group.

2. In the Chinese language learning motivation “Self-affirmation” and “Achievement Motivation” the post-test showed immediate effect and better performance when compared to the controlled group as information technology was integrated into the teaching. After the completion of the three weeks (six periods) experiment, the “Learning Attitude” also showed a delayed effect and better performance when compared to the controlled group.

Keywords: integrating information technology into instruction , mandarin teaching, learning effectiveness.

並列關鍵字

integrating information technology into instruction ； mandarin teaching ； learning effectiveness

參考文獻

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