「少教多學」教學策略與學習效益之相關性研究-以中級華語課程為例

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Title:	「少教多學」教學策略與學習效益之相關性研究-以中級華語課程為例 The Correlation between the “ Teach Less and Learn More ”Model and the Learning Effectiveness:A Case Study with an Intermediate Class of Chinese as a Second Language.
Authors:	鍾玫倫 Zhong, Meilun
Contributors:	華語文教學研究所
Keywords:	少教多學以學生為中心協同學習互動教學「Teach Less, Learn More」 student-centered assist-learning Interactive teaching
Date:	2012-12
Issue Date:	2013-11-12 13:36:57 (UTC+8)
Abstract:	本研究旨在探討「少教多學」教學策略，以中級華語課程的學生為對象進行研究，希望透過「以學生為中心」的教學活動，達到協同學習的目的。研究者於課前準備完善的課程設計，透過「以學生為中心」進行分組協同討論的課室活動，達到同儕之間有效的互動，讓學生從討論過程中建構出更高層次的認知，因此激發學生學習興趣、提高學生聽、說、讀的表達能力及思考能力。在課堂活動中研究者運用協同學習教學策略，促進學習者的積極主動，提高學習者學習效益與興趣。研究結果顯示，聽、說、讀三項的效益雖然增幅不大，但均為正向成長。研究者為了體悟「少教多學」的真正涵義，在相關理論文獻，探討了「少教多學」的教學理念和原則，以及在課堂活動師生與生生的互動做了相應的闡述。在課堂活動研究過程中將教學活動著重於聽、說、讀的語言運用的課室活動。「少教多學」教學理念，教師應將教材內容了解透澈，增加課室活動教學品質。因此，華語教師必須不斷進修求得知識進而提高素質，盡其所能顧及全面，真正讓學生倍受重視而感受到自己的重要。 The purpose of this study is to utilize the teaching method of “Teach Less, Learn More” onto students with intermediate levels of the Chinese language. By having a well-designed curriculum, the researcher wishes to achieve the goal of assist-learning through student-centered activities. The researcher uses strategies associated with assist-learning to motivate students to learn actively, to stimulate their interests and to improve their learning effectiveness. The research survey demonstrates positive developments in all aspects of learning despite limited progress in some areas. Through close integration between language inputs and outputs, this particular teaching method can encourage students to think critically while strengthening their listening, speaking, and reading skills at the same time. The researcher consults the relevant theoretical literature and implements the associated philosophy and principles into the various activities within the classroom. These activities are focused on developing the listening, speaking, and reading skills of students. In summary, the「Teach Less, Learn More」teaching method requires curious educators and teachers should advance their own knowledge and teaching skills in a continuous way in order to inspire their students to become critical thinkers.
Appears in Collections:	[Graduate Institute of Chinese Literature] thesis

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