混成式外語學習教材設計研究-以德語教材「Menschen」 與「Beste Freunde」為例

Abstract

[[abstract]]21世紀的現代社會，藉由網路、電腦與各種行動通訊技術彼此串聯，打破過去國與國、人與人之間的距離，讓現代人不受時間與空間的限制隨時隨地透過行動裝置快速獲得最新資訊。日新月異的資訊科技影響生活方式，也影響教學與學習模式。教學模式因應時代的改變與科技的進步，從過去面授課程，發展數位學習，近年來，混成式學習(Blended Learning) 結合前述兩者優點，普遍運用在教育界與實務訓練，整合傳統面授教學與數位教學的優點，突破時間與空間的限制，有效運用教學與學習方法、多媒體與學習理論，達到更好的教學與學習效果。 面對資訊化社會的發展，外語教材應該如何設計，才能有效幫助學習者達到較好的學習成效? 本論文以「混成式教學理念」檢視現今出版兩本德語教材《Menschen》與《Beste Freunde》(歐洲語言共同架構A1 1)。依據德國學者Claudia Wiepcke混成式學習內涵，並參考德國歌德學院與德語第二外語教學學者Hermann Funk教材評析之標準，來設計問卷架構，對於兩套教材之設計理念、內容結構規劃以及媒體呈現的滿意度。研究者於南部七所高中(高雄鳳山、鳳新、文山、仁武、旗美、中正與台南北門) 發放問卷共580份，其中564份為有效問卷，研究結果如下: 1 南部高中生媒體使用行為與德語學習: 84%受測者學習德語時間為「4-6個月」。45 6%受測者使用線上媒體輔助外語學習的比例很少(？)。最常使用「網頁」，亦未達半數。47%的受測者最常使用的離線外語學習媒體為「印刷圖文」。77%的受測者每週使用德語學習相關媒體時間低於30分；僅2人使用「3-5小時」。 2 教材內容結構: 學生對〈Menschen〉「教材中對話與溝通情境符合日常生活」滿意度(69 4%)較〈Beste Freunde〉(65%)高一些。對「單元規劃是否符合年齡層生活經驗相關」〈Beste Freunde〉的滿意度58 3% 較〈Menschen〉58% 略高；而教師使用者的滿意度為75%。 3 教學活動設計：「教學活動設計有趣且符合學習目標」方面，〈Menschen〉滿意度較〈Beste Freunde〉略高。「教材內容設計小組合作方式教學活動，且有助學習」滿意度上，〈Beste Freunde〉54 2% 較〈Menschen〉49 4% 高。 4 媒體呈現：在視覺呈現上，多數學生均同意「教材中圖片、小提示等符號編排皆維持一致，讓人清楚了解內容層次結構」，在此題項滿意度上，〈Beste Freunde〉以72 1% 較〈Menschen〉69 2% 略高。教材規劃聽力練習滿意度較低，僅40 3%〈Menschen〉與39 5%〈Beste Freunde〉使用者同意與非常同意「教材中每單元聽力練習份量適合吸收」。

[[abstract]]Abstract We are living in the modern society of the 21st century which is connected by network computers and a variety of mobile communication technologies It has shortened the distance between nations in the past and people around the world are getting closer People in the modern society can get fast access to the latest news anywhere through mobile devices without the limit of time and space The ever-changing information technologies have not only impacted our lifestyle but also affected teaching and learning models Due to the trend of changes and advances in the technology teaching and learning models has developed from the past face-to-face courses into e-learning or digital learning In recent years Blended Learning has become a popular issue which combines advantages of the both aforementioned Blended Learning has been widely applied in the field of education and practical training It integrates the advantages of traditional face-to-face teaching with digital learning breaks time and space constraints employ teaching and learning methods multimedia and learning theories effectively to achieve better teaching and learning achievements Faced with the development of information society how should foreign teaching materials be designed to help learners achive a better learning efforts and outcomes? In this thesis I would take the concept of Blended Learning to analyse two German textbooks "Menschen" and "Beste Freunde" The framework of the questionnaire is based on the Blended-Learning concept from German scholar Claudia Wiepcke The content of the questionnaire referred to the principles of textbook layout from Hermann Funk and Goethe Institut to confer satisfactions of the design content structure and media by the two textbooks The questionaires were distributed in seven senior high schools including Feng-Shan Feng-Hsin Wun-Shan Renwu Chimei and Jhong Jheng in Kaohsiung and Beimen in Tainan In total 580 questionaires were distributed in which 564 are valid The followings are the result of the research: 1 The Media-user behavior of senior high school students who learn German in southern Taiwan: 84% of them have learned German for ”4-6 months” The use of online media assisting foreign language learning is in small proportion (45 6%) The most common used online media is “website“ which has not reached half of the amount- 47 % of the students chose “printed graphics” _as the most used offline media to support them with language learning 77% of the students spend less than 30 minutes with media related to learning German Only 2 students spend about “3-5 hours” per week on media related to German learning 2 Content Structure of the Textbook: 69 4% of students who use “Menschen” as textbook are satisfied with the statement “Dialogue and communication situation are in line with daily life ” 65% of students who use “Beste Freunde” as textbook are satisfied whose satisfaction is a bit higher “Beste Freunde” has a slightly higher satisfaction by the statement “The unit plans are tally with my age and related my life experiences ” comparing to “Menschen” 58 3 to 58% The teacher-users’ satisfaction is 75% 3 The design of teaching activities: To the statement “The teaching activities are well designed fun and meet the learning objectives” “Menschen” has slightly higher satisfaction than “Beste Freunde” To the statement “The textbook has designed group activities such as teamwork cooperation which benefit German learning ” 54 2% of the textbook “Beste Freunde”-user which is a higher satisfaction rating than “Menschen” with 49 4% 4 Media presentation: For the visual presentation most students agree that “ The pictures symbols and other tips in the textbook maintain consistently and the layout gives a clear structure to understand the content clearly ” The result of this statement shows that the “Beste Freunde” has 72 1% satisfaction while “Menschen” 69 2% Only 40 3% “Menschen”-user and 39 5% “Beste Freunde”-user agree that_ “The amount of listening practices in each unit are good for students to absorb ” The result was not ideal