國中英語教學光碟評鑑與應用：以康軒、南一、佳音版本為例

Abstract

中文摘要

電腦科技的進步豐富了學生學習外語的模式與環境，老師的教學方式亦需隨之改變。另一方面，自從九年一貫課程於九十一年八月在國中一年級實施後，國中英語教科書市場也隨之開放。為了因應競爭的壓力及達到新課程的要求，有些教科書出版商提供多媒體教學光碟供教師在課堂上使用。 由於教育當局的大力推廣及家長、學生的強烈需求下，教師們感受到「資訊融入英語教學」的急迫性。 應用教學光碟於課堂上是實施「資訊融入英語教學」的方法之一。此項教學軟體可將課本的內容以多媒體方式呈現，提供各種練習活動，並增加學生自學機會和老師上課的多樣性；但依據觀察，教師們很少在課堂上使用，似乎對光碟軟體的選擇與應用有困難。因此本研究希望能提出一份有效且實用的評估標準供忙碌的教師們評選適當的教學光碟軟體。依據此評估表，分析康軒、南一、佳音三個版本教學光碟的優缺點並討論如何將光碟內容應用在日常教學上。 南一光碟設計簡單、容易使用並提供學生們嶄新的學習經驗；佳音軟體則提供一系列現代版「湯姆歷險記」的短篇文章，生動活潑容易引發學生的興趣。該軟體也能紀錄及列印學生的學習表現；康軒的光碟教材提供各式各樣的教學活動，也有很多學生可以使用的功能，遊戲部分特別設計成團體活動型式，確是「老師們上課的好幫手」。然而這些教學軟體仍存在許多值得改進之處，包含單調的單字介紹、機械性的練習、有限的超連結、使用者的操控性少、無字典功能、使用者無法紀錄成績、無法下載圖片或學習單、沒有語音辨識功能無法做口頭練習，以及教師們無法配合學生需要加入自己的教學設計。 本研究希望能提供一些有效使用多媒體的建議給英語教師，並期望學校行政單位能提供電腦設備與教學資源，籌建「自學中心」協助「資訊融入英語教學」。最後也站在使用者的立場提出一些實際需求，作為教科書出版商和軟體設計者繼續發展教學軟體的參考。

Abstract

The advancement of computer technology has dramatically changed students’ learning styles as well as teachers’ instructional modes. In addition, with the implementation of the Nine-Year Integrated Curriculum in August 2002 in junior high school, the textbook market liberalization policy gives English teachers the power to select textbooks for their students. To meet fierce competition among competitors, textbook publishers have offered many teaching aids for teachers to use in class, including the newly developed instructional CD-ROMs. Teachers today are urged to use multimedia materials to teach English under thesuggestion of educational administrations and the strong encouragement of parents and students. One of the implementations of computer technology is using CD-ROMs in language class. This kind of multimedia presentation of the textbook materials offers a variety of activities to increase students’ self-learning opportunities and diversify teachers’ teaching modes. However, teachers seldom use them in class. The main reason may be that teachers are unfamiliar with the computer or the software, uncertain of the evaluation process and implications involved. The aims of this study are thus to propose a set of practical evaluation criteria for busy teachers to choose the most suitable software. Based on a set of chosen criteria, this study will also assess Kang Hsuan, Nani, and Joy CD-ROMs and discuss ways to implement them in language classes. The three CD-ROMs have their own special designs. Nani’s program is unique in its simplicity and multimedia presentation, which provides a novel experience to students. In the reading section of Joy’s software, a series of short stories ‘Tom N Huck’ stimulate students’ interest. Furthermore, it has the design of recording and printing the user’s performance. Kang Hsuan’s CD-ROM provides many instructional activities, intuitive functions that students can operate, and games designed especially for group work. It deserves to be called ‘a good teacher’s helping hand in class’. Nevertheless, there are still space for improvement, which includes limited vocabulary introduction, drill practice, lack of authoring ability, no dictionary, insufficient tracking system, lack of downloadable designs and insufficient practice in speaking due to the lack of Speech Recognition Technology (SRT). Finally, based on the findings of the study, some pedagogical suggestions are provided for teachers, school administrators, and software developers. English teachers may integrate multimedia software into their curricula. School administrations may try their best to offer adequate computer facilities and construct “a self-learning center” to assist the development of integrating technology into English teaching and learning. Software developers should add more practical and newly developed technology to their CD-ROMs.