階段性自我導向學習模式結合學習契約之華語教學實踐研究_

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題名：	階段性自我導向學習模式結合學習契約之華語教學實踐研究
作者：	黃筱琦
作者(外文)：	HWANG, SHIAU-CHI
校院名稱：	國立高雄師範大學
系所名稱：	成人教育研究所
指導教授：	余嬪
學位類別：	博士
出版日期：	2022
主題關鍵詞：	華語教師；學習契約；階段性自我導向學習；師生協作；Chinese language teacher；learning contract；staged self-directed learning；teacher-student collaboration
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:1

摘要
本研究是以高雄某國立大學語文教學中心學習華語的外籍成人學生為研究對象，
研究目的是華語教師在教學現場以「Grow 階段性自我導向學習模式」為基礎，運用設
計適合在臺灣學習華語的外籍成人學生學習契約和輔助學習與評量等工具，透過教學
實踐研究的過程，發展一套有系統、有彈性的互動教學模式，達到增進華語學習者自
我導向學習能力以改進學習困境，且教師有效精進專業教學智能的教與學雙贏目標。
主要研究發現如下:
一、運用學習契約的學生學習成效
(一) 學習者體認學習責任與提升自我導向學習能力。
(二) 學習者表現多元的自我導向實踐行動並互相分享。
(三) 學習契約的「報告評量分享單」協助學習者轉換角色提升學習效能。
(四) 透過有效引導帶來豐富的學習遷移。
二、影響學習契約方案執行成效的因素
(一) 學習者中文能力與信心影響學習契約的實作行為。
(二) 教師適當引導增加學習者對學習責任的承擔。
(三) 教師積極鼓勵與正向肯定引發學習動機和動力。
(四) 教師回饋與客觀的報告評量分享單使學習者反思。
(五) 學習契約成為學習者的額外負擔。
(六) 教師學習契約的熟稔操作與彈性運用關係學習者的配合意願。
三、教師實踐行動中的角色扮演、師生互動、收穫與反思
(一) 教師因材施教的多重角色與師生互動。
(二) 教師先苦後甘的收穫與反思。
(三) 華語教師的多元文化素養。
(四) 亦師亦友的教導與生活輔導。
四、適合學習華語外籍生的「學習契約」和輔助學習與評量工具等教學設計與執行方
II
式
(一) 考量學生的中文理解程度和學習依賴性。
(二) 學習契約和輔助學習與評量工具的相輔相成。
(三) 操作學習契約的彈性調整與同儕學習成效運用。
本研究並依主要發現做出結論與建議，期在多元文化教學的華語環境中，提供華
語教師更實用的教學方案、工具和技巧，以有效增進華語學習者的自我導向學習能
力，並精進華語教師的專業教學智能。

以文找文

Abstract
This research is based on foreign adult students studying Chinese in the language and
culture teaching center of a national university in Kaohsiung. The purpose of the research is
that Chinese teachers use the "Grow staged self-directed learning model" on the teaching site,
and use tools such as learning contracts, auxiliary learning and assessment designed to be
suitable for foreign adult students studying Chinese in Taiwan. Through the process of
teaching practice research, develop a systematic and flexible interactive teaching mode to
achieve the win-win goal of enhancing Chinese learners' self-directed learning ability to solve
learning difficulties, and teachers effectively improving professional teaching intelligence.
The main research findings are as follows:
1. Student learning effectiveness of using the learning contract.
(1) Learners recognize their learning responsibilities and improve their self-directed learning
ability.
(2) Learners demonstrate multiple self-directed practical actions and share with each other.
(3) The " report evaluation sharing sheet" of the learning contract helps learners to change
roles and improve their learning effectiveness.
(4) Bring rich learning transfer through effective guidance.
2. Factors affecting the effectiveness of the implementation of the learning contract program.
(1) The learner's Chinese ability and confidence affect the implementation of the learning
contract.
(2) Teachers should properly guide and increase learners' commitment to learning.
(3) Teachers' active encouragement and positive affirmation lead to learners’ motivation.
(4) Teacher’s feedback and objective " report evaluation sharing sheet" allow learners to
IV
reflect.
(5) Learning contract becomes an additional burden for learners.
(6) Teacher’s familiarity with the operation and flexible use of the learning contracts are
closely related to the learners’ willingness to cooperate.
3. Role-playing, teacher-student interaction, harvest and reflection in teacher’s practical
actions
(1) The multiple roles of teacher in teaching students in accordance with their aptitude interact
with teacher and students.
(2) Teacher’s first bitter and then sweet harvests and reflections.
(3) Multicultural literacy of Chinese teachers.
(4) The teaching and life counseling of both teachers and friends.
4. Teaching design and implementation methods such as "learning contract" and auxiliary
learning and assessment tools suitable for foreign students studying Chinese.
(1) To consider the level of Chinese comprehension and learning dependence of students.
(2) Learning contracts and auxiliary learning and assessment tools complement each other.
(3) The flexible adjustment of operational learning contracts and the application of peer
learning effects.
This research also gives conclusions and recommendations based on the main findings,
and hopes to provide Chinese teachers with more practical teaching plans, tools and skills in a
multicultural Chinese teaching environment, so as to effectively enhance the self-directed
learning ability of Chinese learners and improve Chinese language Teachers' professional
teaching intelligence.

以文找文

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