使用Flipgrid之兒童華語任務教學設計與實踐-以美國德州僑校5~8歲學生為例

Abstract

2020年Covid-19全球疫情大爆發，美國德州僑校從2020年～2022年採線上華語教學。研究者秉持著以ACTFL（美國外語教學協會）教學準則，靈活運用5C、3M於美國德州僑校5~8歲兒童華語線上教學，塑造促進以學習者為中心之線上課堂。並在任務語言教學設計的框架下，運用3M溝通方式讓兒童於線上課程培養對中文語言興趣，課後能在真實生活情境中學以致用。本研究基於研究者教學經驗省思、如何提升自我專業經驗，研究對象為美國德州僑校5～8歲兒童，資料分析以個案分析、問卷調查、學習成效為主。探討使用Flipgrid之兒童華語任務教學設計與實踐，共進行三階段教學，讓兒童課前在家自主學習準備、課中課堂練習、課後Flipgrid展示錄影。研究者以使用Flipgrid運用於兒童華語任務教學設計，進行實務教學實驗，研究結果發現：課前、課後讓兒童觀看影片能提升教學效果，並可快速掌握兒童的學習特性；協助教學者快速掌握兒童教學的重點，並在程度差異下的難點給予適當的教學；協助教學者可快速確認兒童的學習理解度；兒童將學習所學理解後，運用肢體動作、道具或勞作等方式，錄製Flipgrid影片進行口語展示，此可提高兒童的學習成效及學習動機；創造兒童有創意表達的環境，及培養兒童自主學習興趣能力；塑造促進線上課堂多元、豐富、有創意，以學生為中心作為教學設計的方向目標，並透過任務的執行過程，能兼顧語言功能與形式，而達到語言學習的最終目標。研究結果將為教學者今後設計教學教案課程和活動，提供參考和借鏡。Due to the COVID-19 pandemic since 2020, Texas Heritage Schools in USA have converted from in-person to online learning during 2020-2020. This thesis is a professional practice under the category of professional practice. This study will apply the ACTFL teaching methods that encompass 5 C and 3 M in an on-line Mandarin-learning course focused on children between 5 and 8 years of age. By using the framework of task-based language learning, the goals of this study are (1) to apply 3 M to allow children to learn online during Flipgrid activity, (2) to cultivate interests in learning Mandarin during online activity, (3) to create realistic life situations where language skills can be practiced. This study aims to integrate the researcher’s own teaching experience to upgrade learners' language practice and enhance teachers' professional experience. The participants of the study are students from 5 to 8 Years Old at Texas Heritage School. The study will discuss cases and present data analysis primarily based on questionnaires and learning outcomes. There are three steps of teaching in this method: student-driven preparation before class, practice during class, and on-line Flipgrid presentation after class. The researcher designed Flipgrid teaching videos for task-based Mandarin teaching and implemented its practical use. The study found that previewing and reviewing videos promoted effects of teaching and quickly assessed each child's learning traits. This helped the teacher quickly grasp learning objectives for each child and provide appropriate teaching tailored to each child's level of language ability. Furthermore, the teacher was able to timely examine how much each child understood the materials. The students then utilized what they learned to record Flipgrid videos in which they verbally presented their newly acquired language skills through demonstrations (e.g., dancing, singing, artwork, etc.). This has improved creativity and self-motivation to learn the language. In conclusion, this teaching method enriches and diversifies learning experience. The teaching design is centered around each student's need. The task-based process can target both function and form of a language to achieve the ultimate goal of learning a new language. The study results will serve as an important reference for teachers in need of effective designs for educational curriculum and activity.