華語課堂師生互動之敘事研究

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题名:	華語課堂師生互動之敘事研究 Teacher-Student Interaction in a Chinese as a Second Language Classroom：A Narrative Inquiry
作者:	郭珊妤 Kuo, ShanYu
贡献者:	華語文教學碩士學位學程
关键词:	互動假說 ARCS動機模式近側發展區鷹架理論 interaction hypothesis zone of proximal development theory of scaffolding ARCS
日期:	2015-06
上传时间:	2015-07-29 13:49:07 (UTC+8)
摘要:	本研究旨在敘說一位華語教師如何透過課堂教學的互動，引導外籍學生重新建構語言能力及學習信心之探究。本研究是採質性研究方法，透過教學錄影、教學日誌、教學觀察等方式蒐集研究資料，以互動假說、近側發展區、鷹架理論及ARCS動機模式：包含Attention（注意）、Relevance（關聯）、Confidence（信心）、Satisfaction（滿意）四項動機要素研究基礎，探討教師藉由課堂中的互動教學加強學生口語溝通能力、激發學生學習動機和信心，與學生同共建構學習歷程，進而帶動學生語言發展的過程。　　研究結果發現：透過ARCS動機模式能夠提升學生在課堂互動的興趣及能力，且教學時多元化的互動策略能協助不同類型的學生。另外，師生互動時，教師在語言上給予學生的反饋有助於他們建構學習鷹架，跨越二語習得的近側發展區。最後，老師善用不同時機來提高語言復現率，能幫助學生重複提取過去所學，增加短期記憶進入長期記憶的速度，內化所學。　　整體而言，本研究的價值是教師從敘事探究的過程，了解與省思自己的教學，並引導學生獨立思考學習，成為問題的解決者，學生也建立自信與正向的情意態度，最後不但改善了學習行為，學習表現也獲得肯定。 This thesis explores how Mandarin Chinese instructors can guide foreign students in rebuilding their linguistic skills and academic confidence through student – teacher interactions in classroom settings. The study employs a qualitative research approach, analyzing recordings of classroom activity, teaching journals, and firsthand observations of classroom dynamics. Drawing from the interaction hypothesis, the zone of proximal development, the theory of scaffolding, and the ARCS Model of Motivational Design, this thesis discusses how student – teacher interactions can improve students’ oral language proficiency, stimulate students’ motivation and confidence, allow students and teachers to jointly structure the learning process, and spur improvement in student language skills. The results indicate that the ARCS Model of Motivational Design can improve students’ abilities and interests in classroom interactions, and multicultural interaction strategies in classroom teaching can benefit different types of students. Additionally, during student-teacher interactions, teacher solicitation of student feedback can allow students to construct an instructional scaffold and cross the zone of proximal development that is Second Language Acquisition. Finally, using different time intervals to provide language repetition opportunities can enable students to repeat and recover knowledge they have learned previously, increase the speed of short – term to long – term memory conversion, and allow students to internalize what they have learned.
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