網頁式華語文數位教材編製要點發展研究

華語教材經歷長時間的發展，其編寫原則以及編寫特性已趨於成熟。然而，現今市面上的華語教材紙本仍佔大多數，近年來數位教材推陳出新，但卻尚未具有明確的數位教材編寫要點。因應疫情爆發的情況，線上教學成為趨勢，數位教材也就成為了輔助教師在課堂中教學的重要工具。此時，教師們不論是自行編製數位教材，抑或是自網路選取教學資源進行教學，教材內容的完整性、溝通及互動、人機介面的易用性、介面呈現的一致性或是科技及媒體的結合等，皆是數位教材應考量的因素。也就是說，數位華語教材的編寫著重的不僅是教材內容本身的設計，更需要考量其他可能影響學習者學習的因素。因此，本研究首先使用文獻分析法，歸類數位華語教材特性，並分析目前國際使用的數位學習課程評定標準，以學習者的角度檢視數位學習課程，統整出符合標準的數位課程所需具備的面向，作為本研究的架構。再藉由探討語言學習網站評估標準，理出網頁式外語學習教材需具備之功能及特性。最後，融合劉珣（2000）、呂必松（1993）和李泉（2006）三位學者所提出的紙本華語教材編寫規準以及ACTFL提出的外語教學準則，補足編製要點中的華語教材內容層面。為確保編製要點具備有效性，本研究邀請5位具備相關專業背景之專家，實行三回專家效度問卷調查，協助篩選各項目之適合度。最後，邀請25位具備華語教學經驗之華語教師，使用此編製要點檢核現有的網頁式華語文數位教材，藉由問卷填答結果的一致性，建立編製要點之信度。本研究擬訂出網頁式數位華語教材所設計的編製要點，此要點共具備五大面向，31項要點。期盼此要點可作為將來欲發展網頁式華語文數位教材的華語教師或出版單位的參考。

關鍵字

數位華語教材；網頁式華語教材；華語教材編製；華語教材發展

並列摘要

Chinese teaching materials have been developing for a long time and the composing principles are completed. However, there are no opening and rigorous principle to follow. For the outbreak of the epidemic, online teaching has become a trend now. At this time, teachers prepare digital teaching materials not only should consider the content of teaching material, also need to check the usness of communication and interaction, easy used interface, presentation of interface, or the combination of media and technology etc. This study first classified the characteristics of Chinese digital teaching materials and analyzed international evaluation standards of digital learning courses to examine digital learning courses from the perspective of learners and summarize the aspects that a standard digital course. Furthermore, discussing the criteria of language learning websites, and sorting out the functions that the web-based foreign language learning materials are including. Finally, combining the composing principles of Chinese teaching materials that proposed by Liu Xun (2000), Lü Bisong (1993), Li Quan (2006), and the foreign language teaching standards proposed by ACTFL, the first draft of key elements were completed. This study included 5 experts who have online Chinese teaching experience, or have composed Chinese teaching materials to evaluate the suitability of each key element. After established the entire elements, 25 Chinese language teachers adopted key elements to check the existing Web-based Chinese digital teaching materials. By analyzing the consistency of the questionnaire results to check the reliability of the key elements. Through this research the key elements of composing Web-based Chinese digital teaching materials have five aspects and 31 key elements.

並列關鍵字

digital Chinese teaching materials ； the composing of Chinese teaching materials ； the development of Chinese teaching materials ； web-based Chinese teaching materials

參考文獻

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