印度大學華語教育市場對行動學習之接受分析與發展建議─以金德爾全球大學華語文課程為例

An Examination of Mobile Learning in Chinese Language Class of O. P. Jindal Global University

范雅婷(Ya-Ting Fan)

指導教授 ： 齊婉先

國立暨南國際大學/人文學院/華語文教學研究所/碩士(2013年)

https://doi.org/10.6837/NCNU.2013.00172

摘要

印度華語文教育發展已行之有年，但過去相關的研究十分不足，亦缺少臺灣角色。
根據研究者觀察，印度雖有著高度的華語文學習需求，但因師資不足、教材短缺、教法老舊，相關推廣稍嫌滯慢。且兩大華語文教育輸出國，各自面對不同的政治、政策考量，短期內皆無法投入足額的資源與支持。印度雖有明顯龐大且日愈成長的學習需求，但囿於前述原因，其發展僅能依靠當地資源，以不對稱的速度緩慢成長。面對龐大的學習人口，在國家尚無應對政策前，尋求他種學習管道成為第一要務。
目前印度除了正規教育機構、非學歷進修等學習形式外，亦有一定比例的學習者採用自學方式學習華語，在眾多自學管道中，因行動載具在印度迅速普遍，研究者看好其附加的應用價值，提出了以「行動學習」的方式以因應當地華語文教育市場的發展困境。
本研究目的是為了解行動學習於印度推行的可行性。本研究採混和研究法，首先針對於印度臺灣教育中心─金德爾全球大學辦公室修習華語文的大學生25名為研究對象，通過問卷調查以及華語文學習應用程式評測，了解學習者對操作華語文行動學習的準備度及接受度後，亦加入華語教師的觀察角度及思考，最後再以質量相輔的方式，審視、分析該模式於印度推行之可行性。
研究發現，印度大學生對於施行華語文行動學習的準備度及接受度皆已到位，且當地他種學習管道甚少，十分適合推展華語文行動學習模式。但在應用程式的課程教材、程式設計以及制價策略均需針對印度當地環境、文化進行微幅調整。

關鍵字

印度華語文教育 ； 行動學習 ； 行動載具 ； 華語文學習應用程式

並列摘要

The development of Chinese Language Education in India has developed for a long time. However, the related researches were still scanty, and the role of Taiwan has been also lacked in these researches.
According to what the author of this study observed: India has had high learning needs of learning Chinese language; even so, the promotion progressed tardily due to the shortage of teachers and teaching materials. Furthermore, Chinese and Taiwan, as two greatest exporters of Chinese language education, both are unable to devote full resources and support in the short term, since each nation faces different concerns in politics and strategy. Due to the above reasons, though there are clearly huge and ever growing needs of Chinese language learning in India, the development of Chinese education which can only rely on local resources is growing slowly and disproportionately. Before it finds out the solution for satisfying a great deal of Chinese learners, seeking other ways of learning has become the most urgent to India. Apart from formal educational institutions, non-formal ones and so on, there are currently also a certain percentage of learners learning Chinese via self-study. Since mobile devices are rapidly getting common in India, the researcher is optimistic about their added value and considers that Mobile Learning is the way to extricate from the difficulties on local Chinese education market.
This study aims to comprehend the feasibility of implementing Chinese education via Mobile Learning in India. Mixed Methods are used in this study. Firstly, 25 undergraduate students studying Chinese language in Taiwan Education Center in O. P. Jindal Global University are the objects of this research. The researcher is trying to come at the readiness and acceptance of using Mobile Learning for Chinese learners by doing questionnaires and evaluation of Chinese learning Apps. Secondly, the Mandarin teachers’ points of observation and reflection are considered as well. At last, with complementary qualitative and quantitative, the researcher would examine and analyze the feasibility in India of implementing Chinese education via Mobile Learning.
This study found that readiness and acceptance of Indian undergraduate students for Chinese language Mobile Learning have been getting mature, and locally there are few other ways of learning Chinese. For these reasons, India is perfect for promoting Chinese language Mobile Learning. At the same time, the designs of teaching materials, applications and pricing strategy are all needed to be slightly modified according to local circumstances and culture.

並列關鍵字

Chinese Language Education in India ； mobile learning ； mobile devices ； Apps for learning Chinese

參考文獻

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