資訊化導入本土語教學-以台中市某國小為例

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题名:	資訊化導入本土語教學-以台中市某國小為例 Informatization into local language teaching-A case study of an elementary school in Taichung
作者:	葛愷芹 Ke, Kai-Chin
贡献者:	經營管理學系碩士在職專班
关键词:	偏鄉小學;本土語;九年一貫;十二年國教;資訊化 local language;Grade 1-9 Curriculum;Informatization
日期:	2020
上传时间:	2022-12-19 02:45:17 (UTC+0)
出版者:	亞洲大學
摘要:	隨著科技進步，教學的方式也跟著改變，根據以前的文獻可以知道越來越多的教師已經將科技導入我們的教學中，像是電子白板、多媒體、電腦等方式，讓教學的方法可以更多元、更有趣，吸引學生的目光，增加學習的動機與興趣。因應現在的十二年國教，核心重點就是希望讓學生成為一位終身的學習者，資訊的導入教學也許是個可行的方式，除了打破城鄉差距外，讓學生能夠提高學習效率，並且達到自主學習。現在本土意識增強，對本土語言的學習更加重視，但相對其他學科來說，本土語的教學還是偏向傳統的教學居多，本次研究的目是導入資訊化科技進入本土語教學，讓原本較為生硬的語言教育以及班級經營上可以有所變化。本研究以科技化導入教學作為研究重點，探討是否對學生學習以及班級經營有成效。從實驗的結果可以發現資訊化導入教學不管在筆試還是口試皆比傳統教學分數來的高，尤其筆試的部分，進步幅度最為明顯，而在分析不同能力學生的學習狀況時，三組(高、中、低)的學生都有明顯的進步，尤其是低能力組的學生在筆試成績上進步幅度最大，由此可知，資訊化導入本土語的教學上是可以引起學生的學習動機，增加學生自我學習的意願，漸而提升他們在測驗上的成績，達到自我實現，形成良好的學習循環。 Owing to the technology improvement, the teaching methods have also varied. As per previous studies, technology, such as electronic whiteboards, multimedia, computers, etc., has been introduced into class by lot of teachers. The teaching methods become more diversified and more interesting, attracting students' attention and increasing their motivation and interest in learning. In response to the current twelve-year compulsory education, the core focus is to make students a lifelong learner. The introduction of information may be one of the feasible ways. In addition to breaking the gap between urban and rural areas, students can improve learning efficiency and achieve independent learning. Due to the enhanced local consciousness, more attention is paid to the learning of local languages. Compared to other disciplines, the teaching of local languages is still based on the traditional ways. The purpose of this research is to introduce information technology into the teaching of local languages, making the teaching more rigid, leading to the change or language education and class management. This research focuses on the introduction of science and technology into teaching, and explores the effectiveness for student learning and class management. From the results of the experiments, it can be found that the information-based teaching students get higher scores than the traditional teaching ones in both the written test and oral test. Especially in the written test, the progress is the most significant. When analyzing the learning status of students of different abilities, three groups (high, Middle and low) students showed obvious improvement, especially the students in the low ability group gave the most progress in the written test scores. It can be seen that the introduction of information into the local language teaching can arouse students’ motivation to learning and increase students self-willing to learning. It can gradually improve their achievements on the tests, achieve self-realization, and form a good learning cycle.
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