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研究生:王郁如
研究生(外文):Yu-Ju Wang
論文名稱:情境式生活華語動畫教材設計與使用行為分析
論文名稱(外文):The Design of Situational Animated Material for Daily Life Chinese and Analysis of Using Behavior
指導教授:邱貴發邱貴發引用關係
指導教授(外文):Guey-fa Chou
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2010
畢業學年度:99
語文別:中文
論文頁數:93
中文關鍵詞:情境動畫教材生活華語多媒體教材
外文關鍵詞:situational animated materialdaily life Chinesemultimedia material
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本研究旨在設計情境生活華語動畫教材,並探究初級華語學習者之教材使用行為、實際遷移情形及教材使用態度。
按照情境語言學習理論、多媒體語言學習理論及參考市面上情境華語教材,設計本研究之情境生活華語動畫教材,並由3 位專業華語教師檢核其可用性。本研究以錄影觀察及問卷調查之方式進行,以方便取樣6 位初級華語學習者參研究。參與者依序使用教材中四項教學活動,情境動畫→對話全文→模擬練習→角色扮演,並透過前測及後測來了解學習者的學習情形,教材使用過程以錄影紀錄,事後觀察參與者之使用行為。教材使用結束後,再至師大夜市進行買雞排之實境任務,觀察其實際應用情形。最後,利用態度問卷了解參與者對教材之看法。
本研究結果顯示:(1) 初級華語學習者能適切運用本研究之情境動畫教材進行華語學習;(2) 初級華語學習者實際應用情形良好;(3) 初級華語學習者對本研究之情境動畫教材持正面態度。
This study designed a situational animated material for daily life Chinese, and analyzed six CFL novice learners’ using behaviors, transfer conditions and their attitude to this material.
The design of this material is based on Situational Language Learning Theory and Multi-media Language Learning Theory. The usability of material was examined by 3 teachers. The study used convenience sampling, and conducted by video observation and questionnaire survey. First, Participants implemented 4 learning activities sequentially, SITUATIONAL ANIMATION→DIALOGUE TRANSCRIPT→PRACTICE→ROLE PLAY. Then, the results of participants’ pre-test and post-test measurements were analyzed to know their learning conditions. All activities of the material implementation were recorded, and particaipants’ using behaviors were transcribed. After material implementation, participants were invited to Shih-da nightmarket to do reality task to know their levels of learning transfer. Finally, participants’ attitude data toward material were surveyed through a questionare.
Three main results of the study are: 1.CFL novice learners could appropriately use this situational animated material to learn Chinese; 2. CFL novice learners have good transfer performance in reality task. 3. CFL novice learners have positive attitude to this situational animated material.


附表目錄 vi
附圖目錄 viii
第一章 緒論 1
第一節 研究背景 1
第二節 研究目的與待答問題 2
第三節 研究限制 2
第二章 文獻探討 5
第一節 情境語言學習 5
第二節 多媒體語言學習 7
第三節 情境華語數位教材 10
第三章 研究方法 17
第一節 研究歷程 17
第二節 研究參與者 19
第三節 研究工具 19
第四節 實驗流程 29
第五節 資料整理及分析 30
第四章 結果與討論 31
第一節 教材使用行為分析 31
第二節 前測與後測結果分析 46
第三節 實境任務內容分析 51
第四節 教材使用態度分析 56
第五節 討論 62
第五章 結論與建議 77
第一節 結論 77
第二節 建議 78
參考資料 81
附錄 85
附錄一 教材可行性問卷 85
附錄二 前測試題 87
附錄三 後測試題 89
附錄四 滿意度問卷 91
附錄五 實境任務任務單 93
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Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36.

South, J. B., Gabbitas, B., & Merrill, P. F. (2008). Designing video narratives to contextualize content for ESL learners: a design process case study. Interactive 83 Learning Environments, 16(3), 231-243.

Yagi, K. (2007). The development of interactional competence in a situated practice by Japanese learners of English as a second language. TESL Working Paper Series, 5(1), 19-38.

侯世俊(2007)。以情境設計為基礎之華語學習內容研究。國立台中技術學院多媒
體設計研究所碩士論文,未出版,台中市。
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