| 摘要: | 資訊科技與網際網路的蓬勃發展，引領全球進入了數位時代，華語文數位教學漸為時勢所趨，學習華語文如今儼然已成為全球菁英軟實力的表徵。而華語文數位教學中，教師為教學主軸關鍵者之一，因此華語文教師運用數位進行教學的能力更顯重要，然而華語文教師數位教學效能迄今尚待分析，故本研究以華語文教師數位教學效能為主，透過華語文教師親身參與數位師資培訓之經歷，進一步分析教師數位教學能力及效能。本研究旨在瞭解華語文教師數位教學效能，以問卷調查法為主，探討華語文教師應具備之數位教學能力，以及華語文教師在運用數位融入教學後之教學效能，藉由本研究結果可供日後華語文數位教學師資培訓單位及課程規劃作為參考。透過由問卷調查結果探討華語文教師在參與數位教學師資培訓後，其運用數位教學之技能是否提升，以及數位融入教學後之教學效能分析。問卷資料經統計軟體分析，發現教師在數位師資培訓課程後，在數位教學能力與數位教學效能方面普遍顯著提升；依據開放式作答結果可歸納出華語文教師經數位師培後，實際有效提升「教學備課、數位工具運用、教材與教案設計、資料蒐集與應用、學生作業、測驗評量方式、教學活動設計與教學互動、教學平台之運用以及交流與分享」等九個面向之教學效能，特別突顯在數位工具運用與教學活動的教學效能提升。本研究最後進行SWOT分析，並就其中之劣勢與威脅提出建議，以作為日後華語文數位師資培訓相關單位之參考。
The thriving development of information technology and the Internet has led the world into the digital age. E-teaching of Chinese as a second language has become a trend. Studying Chinese as a second language is now a symbol of soft power for elites around the world. Regarding the E-teaching of Chinese as a second language, teachers play a key and central role in teaching and education. Thus, teachers’ ability to teach Chinese as a second language using digital materials is crucial. However, the teaching efficacy of teachers teaching Chinese as a second language has not been analyzed previously. Therefore, considering the E-teaching efficacy of teachers teaching Chinese as a second language, we analyzed teachers’ E-teaching abilities and efficacy through personal experiences of teachers who teach Chinese as a second language participating in E-teacher training. In this study, we aim to understand the E-teaching efficacy of teachers teaching Chinese as a second language. Using the questionnaire survey method, we explored the required E-teaching abilities and teaching efficacy of teachers teaching Chinese as a second language after digital materials were integrated into their teaching methods. The results of this study can be used as a reference for E-education teacher training units for teaching Chinese as a second language and curriculum planning. We explored whether teachers teaching Chinese as a second language attained increased E-teaching skills after participating in E-education teacher training and analyzed their teaching efficacy after digital materials were integrated into their teaching methods based on the questionnaire survey results. By analyzing the questionnaire data using statistical software, we found that teachers’ E-teaching abilities and efficacy increased significantly after they participated in E-teacher training sessions. Based on the open-ended answer results, we determine that nine aspects of teaching efficacy for teachers teaching Chinese as a second language were effectively improved after the E-teaching training session. These nine aspects were teaching lesson preparation, use of digital tools, teaching material and lesson plan design, data collection and application, student homework, test and evaluation methods, teaching activity design and interaction, use of teaching platforms, and exchanges and sharing. The teachers’ teaching efficacy particularly increased in their use of digital tools and teaching activities. Finally, we conducted a SWOT analysis to propose suggestions regarding the possible deficiencies and threats or obstacles of E-teaching to provide a reference for units related to E-teacher training for teaching Chinese as a second language. |
