國小推動行動數位說故事教學之研究-問題及其解決策略

A Study on Implementation of Mobile Digital Storytelling in Elementary Schools - Problems and Solutions

顏若襄(Yen Juo-Hsiang)

指導教授 ： 王健華

國立臺灣師範大學/科技與工程學院/圖文傳播學系/碩士(2021年)

https://doi.org/10.6345/NTNU202101591

摘要

數位說故事教學經由行動載具的結合，讓國小學習者於即時互動的形式中更能展現說故事的創意，在建立學習脈絡同時提升學習興趣與培養多元能力，成為教師教學中的一大助力。然而在行動學習的推動與行動遊戲式學習的研發上，往往因未能全面掌握教學場域的現況及需求，進而無法完善。因此，為提升品質與效益，本研究採半結構式訪談法，訪問四位當前具指標性且不同層級的第一線推動者，除了解推動目的並探討教學需求與建議外，透過科技接受與學校組織變革準備度，進一步得知推動行動數位說故事教學之問題，歸納出適切的解決策略，期望透過前端完善的準備讓實施過程更為順利，進而提升執行意願並促進國小行動數位說故事教學的推行。本研究主要結論如下：
一、成立統籌單位推動教學支持，增進資源挹注與教學互助；
二、多元增能機制精進教師教學能力，成立學習社群凝聚共識；
三、專業分工、漸進推動提升執行效益，增進參與成員動機與認同；
四、因應資源限制彈性融入科技工具，妥善運用管理系統穩定教學狀態；
五、豎立正確操作觀念與建立使用規範，適切引導協助激發學生創作潛能；
六、社群媒體分享成果增加曝光度，提升師生成就與家長認同。
最後並根據研究結果分別提出具體建議以供未來推動學校及研究參考。

關鍵字

行動載具 ； 行動數位說故事教學

並列摘要

The combination of digital storytelling teaching and mobile devices makes elementary school learners show their creativity in storytelling in real-time interaction. It builds a learning framework for learners to enhance learning interests and develop diverse abilities; thus, it has become a major teaching method for teachers. However, it is currently still not well-developed because promoting mobile learning and the research and development of mobile game-based learning often failed to fully control the situation and needs in the teaching field. Therefore, to improve its quality and efficiency, this study adopts a semi-structured interview method and interviewed first-line promoters at different levels by four indicators. In addition to realizing interviewees’ aims of promotion and investigating their needs and advice in teaching, the problems of implementing and promoting mobile digital storytelling in schools were also learned from reviews of related literature; in view of the above, the appropriate solutions and tactics were summarized. It’s expected that the implementation process will proceed smoothly by preparation at the first stage to enhance the intention of implementation, and encourage elementary school learners to participate in the mobile digital storytelling. The main conclusions of this study are as follows:
1. Establish a coordinating unit to promote teaching support, and enhance resource input and mutual assistance of teaching;
2. The multi-enhancement mechanism improves the teaching ability of teachers and establishes a learning community to build consensus;
3. Professional division and gradual promotion improve execution efficiency, and increase the motivation and recognition of participating members;
4. Use flexible integration of technological tools under resource constraints, and appropriate use of the management system to stabilize the teaching status;
5. Establish correct operating concepts and usage standards, and accompany by appropriate guidance and assistance to stimulate students' creative potential;
6. Sharing results on social media to increase exposure rates and enhance teachers’ sense of accomplishment and the parents' sense of identity.

並列關鍵字

mobile devices ； mobile digital storytelling

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一、中文部分

王子華、楊凱悌（2015）。有效行動學習課程教學模式之設計與效益評估－以評量為中心的設計。課程與教學，18（1），1-30。