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The Practice of the Initial Writing Mode Combined with Children's Picture Books and Mobile Devices: Take Argentine Students for Example
Children's picture book materials
Writing teaching by mind map
|Abstract:||本研究旨在探討如何解決阿根廷當前華語文教學的問題，藉由兒童繪本 教學的初級寫作，探究鷹架教學模式，在行動載具的輔助之下，融入主題探 尋建構理念，設計出任務性的活動，進行語言交際溝通的「寫話」教學之成 效，以彌補時數不足，使教材更趨多元、添加趣味，產生學習興趣。本研究 藉由授課的阿根廷中小學生和成人，共有42位(中小學生17位，成人25位) 以及語言中心和主流學校學生40位，將其輸出的文本和鷹架活動的結果，以 文本可讀性指標自動化分析系統、分析詞彙級數、呈現「說寫」的能力，並 以心智圖法驗證圖像對於語言寫作的關係，最後利用遊戲學華語的問卷調查 和數位遊戲教育價值來分析科技在鷹架教學中的輔助功能。本研究的發現與 結論有四點。一、主題探尋建構理念的系統性課程利於教學的規劃與銜接。 二、繪本與心智圖的搭配，激發左右腦的功能，助於四階段寫作的實現。三、 行動載具的輔助使備課方便，課程數位又多元。四、鷹架教學的彈性化，5W 提問活化了教學內容與重整教學架構。|
The purpose of this study is to investigate how to solve the current problems of Chinese language teaching in Argentina. Through the primary writing of children's picture-book teaching to explore the effect of the scaffolding mode, under the assistance of the mobile devices, integrating the explore the themes of construction concepts, designing the activities to get on the “write speaking” teaching of language communication, to make up for the lack of hours, make the teaching materials more diverse, add interest, and generate interest in learning. In this study, there were 42 students (17 primary and high school students, 25 adult students) and 40 students in the language center and mainstream school. The results of their text output and scaffolding activities are analyzing vocabulary grades through the system Chinesereadability to present “speaking and writing” capabilities and use the mind map to verify the relationship of images to language writing. Finally, to use the questionnaire of To Learn Chinese by Games and digital-game education values to analyze the support teaching functions of technology. According to the research results, there are four points in this study's findings and conclusions. First, the constructive concept of theme exploration facilitates the planning and connect of teaching. Second, the collocation of the picture book and the mind map stimulates the functions of the left and right brains, facilitating the realization of the four-phase writing. Third, the assistance of the mobile devices facilitates the preparation of lessons and the curriculum is multi-dimensional. Fourth, the elasticity of scaffolding teaching, 5W questions to activate the teaching content and reorganize the teaching framework.
|Appears in Collections:||學位論文|
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