建構主義視域下線上華語拼音教學互動性研究

Abstract

隨著網路科技的發展，加之新冠疫情的催化，線上華語課程正處蓬勃發展態勢。在社交距離受限的狀況下，線上課程「足不出戶」即可隨時上課的特性，廣受華語師生青睞。但同時，在線上教學實踐中，「互動性不足」亦頗受華語師生詬病。因此，本研究即以此為切入點，旨在提出一套有效提升線上華語教學互動性的教學模式。此模式通過劃分「課前」、「課中」、「課後」三大線上教學環節、增加互動面向、縮短單純「面對面」教學，並以多元語言遊戲及活動串連課堂等方式，增加課堂互動頻率，改善線上華語教學品質。本文以需要大量開口互動的拼音課程進行線上教學設計，開發可行的教學模式。 本文以「以學習者為中心」的建構主義理論作為本文的核心理論，整理分析線上華語教學、課堂互動理論、華語拼音教學的相關理論與實踐，為本研究的開展打下紮實基礎。並透過訪談參與線上華語課程的師生，分析當前華語線上課程的優與劣，著重探討造成其互動性不足的因素，提出相應策略。最後，以拼音課程為例設計高互動性的線上華語教學模式，並招募學生實施教學，以檢驗其可行性，再通過教學反思對不足之處進行完善。 世界終會撥開疫情帶來的重重雲霧而重見天日，但華語教學領域正在發生的深刻變革將歷久彌新。本研究希望能為線上華語教學的發展盡綿薄之力，並祈盼更多華語教學研究者加入行列，為線上華語教學能守得雲開見月明而持續接力。

With the development of network technology and the catalyst of the COVID-19, online Chinese courses are flourishing. Online courses can be taught at any time without going out, which is widely favored by Chinese teachers and students under the situation of limited social distance. However, lack of interactivity in online teaching is also widely criticized by Chinese teachers and students. Therefore, the study aims to propose a teaching model that can effectively improve the interactivity of online Chinese language teaching. The teaching model is designed to increase the frequency of classroom interaction and improve the quality of online Chinese teaching by dividing online teaching sessions into pre-class, in-class, and post-class as well as linking the classroom with diversified language games and activities to increase the number of interactions and to shorten the time of face-to-face teaching. In the paper, phonetic courses which need a large number of interactions are used as the content for teaching design, and also for developing the feasible teaching mode. The paper makes the “learner-centered” Constructivism Theory as the core theory, and sorts out and analyzes the theories and practices related to online Chinese teaching, classroom interaction theory, and Chinese phonics teaching to lay a solid foundation for the study. The strengths and weaknesses of the current online Chinese courses are analyzed by interviewing teachers and students who have participated in the online Chinese courses, and this paper also focuses on the factors causing the lack of interactivity and proposes corresponding strategies. Finally, taking phonic courses for example, the study designs a highly interactive online Chinese teaching model first, then recruits students to implement the teaching to test its feasibility, and improves the shortcomings by teaching reflections. Even though the world will eventually lift the clouds of the epidemic and the sun will rise again, the profound changes taking place in Chinese teaching will be everlasting. The study hopes to make its humble efforts to the development of online Chinese teaching, and hopes that more Chinese teaching researchers will join the ranks to continue to contribute to the development of online Chinese teaching.