華語文師資培訓之科技內容教學知識 (TPACK)研究

線上教學的推行與數位科技的發展日新月異，全世界的華語熱也搭上了數位技術的風潮，使數位科技與華語文教學的融合成為一種趨勢（林金錫、連育仁， 2010）。網路教學普及、人工智慧蓬勃發展的現在，華語教師的資訊科技能力受到新一波的衝擊，數位科技與教學內容於課堂中如何整合與實施乃是現今教師所面臨的一大挑戰。為了提升數位技能，相關師培課程應該引入更加專業且符合時勢、時代的學習模式培訓第一線的教學者，使其朝著教學數位化的方向發展，並且有效地提升其教學成效與降低學習成本。本研究以 Mishra 和 Koehler 於 2006 年發表的「科技內容教學知識」(Technological Pedagogical Content Knowledge, TPACK)作為基準，探討科技與華語文如何在新科技快速發展的現在將教學策略及學科內容知識融合。本研究以某部會 2020 至 2021 年間籌辦共四個梯次之全球華語文教師線上遠距研習班的 298 位教師為研究對象，並以 2020 年第一次師資培訓班為前導型研究，分析本研究問卷信度及內容合宜性，後續三個師資班的參訓教師將填寫 TPACK 科技知能問卷，以了解現今參訓教師課程前後數位科技知能的變化。研究結果發現，僑校華語文教師在資訊科技知識(TK) 方面應該學習如何自己解決科技問題以及接觸容易上手的入門數位工具為主；在科技教學知識(TPK)方面應該具備兼顧同步與非同步教學的品質、建立良好的線上學習路徑幫助學生學習新知等；在科技內容知識(TCK)方面則強調教師應當瞭解如何於線上教授聽、說、讀、寫、打字等語言技能，以及最後的整合性知識科技內容教學知識(TPACK)提醒華語文教師應注重教學法、專業學科以及科技三者能力的結合，避免流於成為科技操作者的窘境。本研究最後亦提出培訓單位的未來發展建議，提供初級班及高級班課程名稱、授課內容、課程時長、課程流程的開課參考方向，期待未來相關培訓單位能更加符合華語文教師的培訓與進修需求。

關鍵字

科技內容教學知識；華語文師資培訓；線上教學；線上遠距研習班

並列摘要

With the implementation of online teaching and the development of digital technology, the trend of Chinese language learning around the world has developed along with the development of digital technology, making the integration of digital technology and Chinese language teaching a trend (J.-S. Lin & Y.-J. Lien, 2010). Nowadays, with the popularity of online teaching and the rapid development of artificial intelligence, Mandarin teachers' IT skills are under new impact and the integration of digital technology and teaching content in the classroom is a major challenge for teachers today. In order to enhance digital skills, teacher training programs should incorporate more professional and up-to-date learning models to train front-line educators, so that they can develop in the direction of digital teaching, and effectively improve their teaching effectiveness and reduce learning costs. This study uses Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK), published in 2006, as a standard to explore how technology can be integrated with Chinese language teaching strategies and subject content knowledge in the current era of rapid development of new technologies. This study was conducted with 298 teachers from a ministry that organized four Distance Learning Program for Mandarin Teachers between 2020 and 2021. The teachers in the teacher training program will complete the TPACK technology knowledge questionnaire to understand the changes in digital technology knowledge before and after the course. The study found that Mandarin teachers in overseas schools should learn how to solve their own technology problems and have access to easy-to-use introductory digital tools as the main focus of their Technological Knowledge (TK); In terms of Technological Pedagogical Knowledge (TPK), it should have the quality of both synchronous and asynchronous teaching and learning, and establish a good online learning path to help students learn new knowledge, etc; In III terms of Technology Content Knowledge (TCK), it was emphasized that teachers should understand how to teach language skills such as listening, speaking, reading,writing, and typing online, and finally, the integrated knowledge Technology Content Teaching Knowledge (TPACK) reminds Mandarin teachers to focus on the integration of pedagogy, professional disciplines, and technology to avoid the dilemma of becoming a technology operator. The study concludes with recommendations for the future development of the training units, providing reference directions on course titles, course content, course duration, and course curriculum for the primary and advanced courses, with the hope that the training units can better match the training and further education needs of Mandarin teachers in the future.