印尼幼兒線上注音教學課程研究

Abstract

2019年12月爆發新冠狀病毒疫情後，研究者所處印尼泗水臺灣學校面臨以完全線上學習代替實體課室學習的問題。為了讓學習者在不受時間與空間的限制，仍然可以透過線上學習模式繼續完成實體課程學習進度，研究者進行了線上注音教學課程研究，研究對象為幼兒園中班，共28名幼兒；研究者採用文獻調查，規劃線上教學模式進行教學，運用同步視訊及非同步線上教學模式進行線上注音教學課程，執行六週線上注音教學課程研究。 研究者以線上注音教學實證進行線上課程探討研究，其研究目的為：一、探究如何於發展線上幼兒注音教學課程；二、探討教師、幼兒及家長三個面向進行線上教學情況；三、提出同步及非同步的線上幼兒注音教學的注意事項。本研究以文獻調查的資料加上執行線上注音課程教學中，蒐集研究者的教學反思、家長會議記錄及教師深入訪談等資料作質性方式分析進行研究。 研究結果為執行線上注音課程發現在教師、幼兒及家長三個面向線上教學情況。(一）教師面向：教師數位科技技能力再提升。使用同步視訊課程及非同步課程進行線上課程，兩者相輔相成完成教學。進行多元的線上評量方式以利評估學習成效。（二）家長面向：線上學習期間家長工作量增加；幼兒線上課程時數不足，學費不成比例。（三）幼兒方面：實體課程與線上課程表現不一；多元化多媒體教學增強幼兒的學習動機。After the outbreak of the COVID-19 in December 2019, the Indonesian region also became a severely affected area in March at the same year. Kindergartens faced the problem of replacing classroom learning with online learning. The purpose of this research is to allow learners to take the phonetic course through online learning without the limitation of time and space, and to make up for the classroom learning course. This study takes six-week online phonetic teaching course as an example. Twenty-eight participants are from a kindergarten middle class. The researcher applied literature review, online teaching models, synchronous online, and asynchronous online teaching models to conduct phonetic teaching courses. The purpose of the research is: 1. To explore how to develop online teaching courses for children’s phonetics; 2. To explore the three aspects of online teaching by teachers, children and parents ;3. To put forward the precautions for synchronous and non-synchronous online child phonetic teaching .The researcher used qualitative analysis with the data collected from literature review, researcher’s reflections, parent meeting records, and in-depth interviews. The result of the study is that the implementation of the online phonetic transcription course found three aspects of online teaching for teachers, children and parents.1. Teachers’ orientation: educators' digital technology skills were improved. 2. Parents’ Orientation: Parents increased workload during online learning. Insufficient online learning hours led to tuition disproportion. 3. Children’s Orientaiton: Synchronous online course teaching modes enhanced the opportunities for teacher-student interaction. Howere, classroom learning courses and online courses caused different learning performances on children. Diversified multimedia teaching enhanced children's learning motivation.