作者
Author

羅綸新、齊瑮琛

L. S. Laurence LWO, Li-chen CHI

關鍵詞
Key words

多媒體學習，文言文，國文教學 

Multimedia learning, classical Chinese, Chinese teaching 

摘要

　　本研究以多媒體學習的認知理論為基礎，採用準實驗法，檢視不同媒體呈現模式對學習文言文的影響。實驗對象為八年級87位學生，自變項為三種不同的多媒體組合模式：一、動畫+文言範文字幕＋白話字幕解釋；二、動畫+文言範文字幕＋白話旁白解說；三、.動畫+文言範文字幕＋白話旁白解說與同步字幕。每位學生學習三篇文章但每次不同模式，在學習每一篇文言文之後，接著進行立即文意後測，最後再填寫一份多媒體學習回饋單。研究結果顯示，文言文多媒體教材中「白話旁白解說」和「白話旁白解說與同步字幕」，兩者在學習成效上皆顯著優於「白話字幕解釋」；再從學習者的回饋意見來看，77%的受測者肯定多媒體教材能提升學習興趣，68%的受測者最喜歡以搭配「白話旁白與同步解說字幕」的教材模式來學習文言文。

Abstract

　　The purpose of this study is to explore the impacts of different modalities of multimedia learning or classical Chinese learning. The study adopts a qua-si-experimental method based on the cognitive theory of multimedia learning. The subjects consist of 87 eighth-grade students from a junior high school in Keelung City. In the study, each student learned classical Chinese through three different modalities of multimedia (M1: subtitles in colloquial Chinese, M2: narration in colloquial Chinese, M3: narration with synchronized subtitles in colloquial Chinese) in three different paragraphs, and then takes a posttest after each paragraph. Finally, a questionnaire was conducted. Results showed that multime-dia materials with “colloquial narration” or with “colloquial narration and sub-titles” were significantly more effective than that with “colloquial subtitles” only. Feedbacks from learners showed that 77% of the subjects liked to use multimedia in Chinese Classical learning, 68% of the subjects preferred “colloquial narration with subtitles” mode to learn classical Chinese.

內容語文
Language

中文

頁次
Page

1-29

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華藝線上圖書館 / 臺灣學術線上