利用多媒體融入華語文教學提升教師提問技巧之

The Study of Integrating Multimedia and Educational Tech-nology into Questioning Training in Teaching Chinese as a Second Language

現代化的華語文教育，不只是要培育成為一個注重聽、說、讀、寫等技能的學習者，同時更要造就成為一個能運用華語的思考者。如何啟發華語學習者使用目的與進行思考能力，至今尚無專門的研究實驗，不少傳統教學者嘗試使用教材標準化、進度劃一化，以及考試統一化等種種限制，績效有限，成果也不大。根據張玉成（1983）之研究中提到，認為教師提問技巧是一項最不花錢，最省力、最可普遍推行的措施。然而，事後追蹤調查，發現學習者當教師「口頭」或「書面」提問時，學習者往往因為對問題的認知程度不佳、詞彙不夠豐富、理解與反應的速度不夠快，導致在「候答」和「理答」的提問歷程中進行不夠順暢，教師也因為「必頇針對問題作理解性的解說」而延遲時間、重述、或必頇舉例說明，造成「離題」和「誤解」的現象，因此大大的減低了提問策略的成效。研究者因此思考如何解決以上的困難，利用多媒體可以模仿人類自然溝通和學習的呈現方式和特點，讓使用者可以同時看到或聽到一種以上的訊息，例如文字、圖像、影片、動畫、聲音等等，透過不同樣是的訊息的同時呈現，不但提供使用者更多元的資訊及資訊量，而且能夠以更逼真的方式去理解學習華語文教材裡重要的訊息。本研究便是透過多媒體融入華語文提問教學的培訓課程，以驗證利用多媒體融入華語文教學是否提升教師提問技巧。以前、後測所得的資料，透過「教師提問技巧分析表」逐一分析其提問問題性質及其類別，統計次數，分別算出百分比，並統計量化x²值及Z值檢定分析，以考驗前－－後測差異顯著程度。希冀本研究可提供日後研究之參考，並可提供為日後華語教師提問技巧培訓研究的依據。

The purpose of this study is to explore Chinese teaching strategies with question-ing skills in teaching Chinese as a second/foreign language. The multimedia-based questioning skill training provides an open environment for Chinese teachers to improve their teaching effects and to develop and analysis questioning process by himself or her-self. The training is expected to support Chinese teachers in performing better concep-tual teaching if the instructional and questioning strategies have been applied well. The major studies have four hypotheses, shown as follows:1. Based on multimedia-based questioning skill training, the percentage of “recal-ling” question in pre-test is lower than the number of recalling question in post-test.2. Based on multimedia-based questioning skill training, the percentage of “infer-ring” question in pre-test is higher than the number of recalling question in post-test.3. Based on multimedia-based questioning skill training, the percentage of “crea-tive thinking” question in pre-test is higher than the number of recalling ques-tion in post-test.4. Based on multimedia-based questioning skill training, the percentage of “criti-cal thinking” question in pre-test is higher than the number of recalling ques-tion in post-test.Through an experimental teaching and observation, the quantitative (z test and x² value) and qualitative (interviewing) analysis have been processed with iterative analyt-ic induction. Then, the trustworthiness of this study has been validated in terms of con-structing instructional methodology of questioning skill in teaching Chinese as a second/foreign language.