Educational Research Journal



學習粵語的行動研究:融合網路自學及課堂情境對話

2008.第23卷第2期(Vol. 23 No. 2).pp. 277–298
 

學習粵語的行動研究:融合網路自學及課堂情境對話

An Action Research on Cantonese Learning: Integration of Online Self Learning and Situational Conversation Practice in Class

譚彩鳳(Angela Choi-Fung TAM)

摘要

本行動研究旨在探討混合式課程如網路自學與傳統課堂學習的成效。導師先上載學習材料,規定學生上網學習,然後應用在課堂的情境對話中。多元化資料蒐集包括教學日誌、會議紀錄、諍友觀課、問卷調查及半結構式晤談。研究結果肯定混合式課程的效能:培養學生的自學能力、改變其學習觀念、營造良好的語言實踐環境、加強學習的互動性。研究指出學習成效的關鍵,在於教師的課程設計,從行動中反思並能調適教學,最終促使學習趨向自主化。

關鍵詞:網路學習;情境對話;行動研究;粵語學習

Abstract

This action research was designed with an objective to examine the effectiveness of a Cantonese curriculum with a hybrid format, including online self learning and traditional face-to-face classroom. Course materials were developed and uploaded to the World Wide Web for self learning prior to students’ engagement in situational conversations, practicing Cantonese with their peers in class. Various sources of data were collected including teacher’s journals, minutes of meetings, critical friend’s class visits, questionnaires and semi-structured interviews. The finding affirms the positive effectiveness of the hybrid curriculum. Students’ self learning skills have been developed, their learning conceptions have been altered and favorable language learning environment with social interaction has been created. It is highlighted that the teacher plays a significant role in curriculum design, her reflection-in-action and adaptive pedagogy has engendered a move to autonomous learning.