運用混成模式於初級閱讀策略教學行動研究

Abstract

本研究旨在探討混成模式結合閱讀策略教學相關的課程規劃，以及初級華語學習者在課程中的教學互動與學習成效。本研究採用行動研究為主要的研究方法，輔以課後問卷調查及學習者訪談以及學習者的評量綜合分析。研究對象為三位不丹籍的初級華語學習者，以《漢字積木—字本位學習法I》結合初級閱讀策略改編成自編教材做為研究工具，歷經為時四十二週的同步教學以及混成模式教學兩階段行動，依據第一階段教學過程的觀察省思，對於第二階段的課程設計進行調整與改善。依研究結果歸納結論發現：運用混成模式有效增進初級閱讀策略教學課程教學互動。混成模式閱讀策略教學課程實施後有助於初級華語學習者的閱讀學習成效提升。混成模式課程執行成功的關鍵，仰賴學習者自主學習的意願與自我管理能力，在非同步教學階段，教學者應積極回應學習者的問題及給予支持，提升對所學內容的熟練度。本研究整合混成模式運用於初級閱讀策略教學課程的規劃與實施有以下重點：在課程規劃方面，採用三階段的混成模式教學課程，分別為影片教學、課堂評量、課後複習。非同步教學影片，主要目的為講解教材內容、使學習者透過反覆觀看預錄影片的方式熟習課程內容。同步教學課堂評量，主要目的是為檢測學習者對於教學內容的理解程度，進而針對學習的難點加強輔導，利用課堂練習任務的方式加強學習者間互相協作交流與溝通，營造自然的溝通交流與鼓勵自我表達的學習情境。最後利用非同步教學執行課後複習階段，給予學習者對於閱讀策略的運用更多實際應用練習的機會以增加學習成效。This is a research on the curriculum planning of hybrid mode combined with reading strategy teaching and the teaching interaction and learning effect of primary Chinese learners in the course. This study adopts action research as the main research method, supplemented by post-questionnaire surveys and learner interviews and comprehensive analysis of learner evaluation. According to the research results, it is concluded that the use of hybrid mode effectively enhances the teaching interaction of primary reading strategy teaching courses. The implementation of hybrid mode reading strategy teaching courses helps to improve the reading learning effect of primary Chinese learners. The following suggestions are proposed for the planning and implementation of hybrid mode in primary reading strategy teaching courses: 1. Before conducting asynchronous teaching stage, teachers should ensure that learners' network environment and equipment meet the requirements, and explain how to use digital tools. 2. The key to the implementation of asynchronous teaching stage lies in learners' willingness to learn autonomously and their self-management ability. In asynchronous teaching stage, teachers should actively respond to learners' questions and provide support, and use synchronous teaching course activities design to establish a mechanism for peer cooperation. 3. In terms of curriculum planning, pre-reading should be carried out in asynchronous teaching stage to enhance the cognition of reading strategies. In synchronous teaching stage, teachers use online leading skills to create a natural communication and encourage self-expression learning situation. Finally, in asynchronous teaching stage after class review stage, learners are given more opportunities to practice reading strategies in practical exercises to increase learning effectiveness.