華語數位教材共同編寫設計與實施－以Google協作平台為共寫機制之實驗

Co-Editing Design and Practice of Chinese Language Teaching Materials: An Experiment on the Application of Google Sites in the Co-Editing Mechanism

林翠雲(Tsui-Yun Lin)

《中原華語文學報》 7期 (2011/04) Pp. 109-133

https://doi.org/10.30107/CYJTCSL.201104.0005

摘要

近年來Web2.0分權式(decentralize)架構在華語教學的應用上，主要展現在教師部落格的教學內容，以及Moodle管理平台的課程設計，二者重要的貢獻乃在於網站資源的權力轉移：網路使用者不再被動地接受網站「推」(push)到面前的頁面內容，而是可以透過平台主動提供資料，進而成為資源的創造者。然而，Web2.0開放的系統、集體的智慧所帶來的分享與合作，這樣的技術與觀念的革新，影響華語教與學方式不僅止於教師「個人」部落格或Moodle課程，同時也反應在「共同」編寫教材的協力合作上，而目前華語教學領域在這方面的嘗試仍於初步階段，相關的探討則幾乎闕如。本文的主旨即在於闡釋及示範如何以Google協作平台為共同編寫機制，針對14位華語教師及研究生進行共寫教材之培訓，並將輔助以量化工具統計其實驗成效。論文架構主要為：一、研究背景與目的；二、協作平台、合作學習與華語教材共同編寫；三、以Google協作平台共寫教材之實驗設計；四、以Google協作平台共寫教材之實施模式；五、以Google協作平台共寫教材之成效與意義。因應華語教材往往有針對性的即時需求，教師協力合作共寫教材可望成為台灣華語數位教學之趨勢與特色，基於此發展，本文所提出之設計與實驗，所能達至的預期成果重點如下：教師可線上即時共同編寫所需教材以減輕教學負擔、學生可線上即時共同策畫製作專題以促成合作學習、建立群組專屬網路空間可有效管理檔案及整合資料、組員彼此傳達訊息及溝通交流可加速達成編寫共識。最後值得強調的是，如果能將台灣與海外華語教師展現在部落格與Moodle個人編寫教材的能力與創意，透過協力合作的模式與機制，群聚成集體智慧百花齊放的園地，相信必能為國際間華語教材需求闢出一快捷路徑。

關鍵字

華語數位教材 ； 共同編寫 ； 協作平台 ； 協力合作

並列摘要

In recent years, the decentralization structure of Web2.0 applied to the teaching of Chinese language has mainly focused on teachers' management of blog-based teaching and the curriculum design of the Moodle Platform, both of which have contributed to a shift in power regarding website resources. Internet users will no longer passively receive the webpage contents 'pushed' by the websites; rather, they can actively provide information through platforms and thus become the creators of resources. However, the sharing and cooperative mechanism of the openness-oriented Web2.0, an innovative technology with a underlying creative concept, can not only be employed in the aforesaid two aspects, but can also be applied in the ”co-editing” of teaching materials, a field with few studies conducted on Chinese language teaching. This thesis aims to explicate and demonstrate how to employ Google Sites for the co-editing mechanism. A total of fourteen teachers and graduate students participated in the training on co-editing and the experiment results were analyzed via quantitative methods. The thesis includes: 1. research background and purpose; 2. Google Sites, cooperative learning and co-editing of Chinese language teaching materials; 3. the experiment design of the co-editing teaching material based on Google Sites; 4. practice on co-editing; and 5. the effect and significance of the co-editing. In light of the fact that Chinese language teaching materials are subject to immediate modifications, teachers' co-editing of teaching materials is expected to become a trend in Taiwan's education procedures. Accordingly, the design and experiment proposed in this thesis are expected to achieve the following goals: teachers can go online any time to edit the teaching materials to relieve their teaching burden; students can cooperatively discuss and plan projects to enhance teamwork-oriented learning, as well as to establish an exclusive cyberspace for effective archiving and reach a consensus regarding the co-editing through mutual communication and opinion sharing. Last but not the least, if the power and creativity of editing the blogs and Moodle Platform, on the part of teachers in Taiwan and abroad, can be maximized through a cooperative mechanism, a most efficient method for the editing, and creation of a rich base for Chinese language teaching materials can absolutely be realized.

並列關鍵字

Digital materials for Chinese language teaching ； co-editing ； Google Sites ； cooperation

參考文獻

王千倖(2003)。以「網路同儕教學」建構「網路學習社群」之行動研究。彰化師大學報：科學教育類。48(1)，119-142。

岳修平、鐘婉莉(2005)。專題式學習小組網路溝通互動之研究。教育學刊。25，1-23。

藍玉如 林振興 黃凱楊（2009）。跨文化學習平台。取自http://140.122.76.106/wikichinese/index.php?title=%E9%A6%96%E9%A0%81

COOL Chinese【能力導向之全方位華語學習】。取自http://www.coolchinese.org/index.html

呂中瑛()。