VR輔助華語師培生教案撰寫之教學實踐研究

VR-Supported Lesson Plan Writing for Pre-service Chinese Language Teachers: A Teaching Practice Study

數位科技融入師資培育已成教育趨勢，然而針對高沉浸式的虛擬實境(Virtual Reality, VR)提升華語師培生教案撰寫能力的實證研究仍屬少見。傳統教案訓練模式因缺乏情境模擬平台，導致教案撰寫常面臨具體性與可行性不足的困境。基於此，本研究透過VR專案導入師培教學，探討其對教案撰寫訓練的影響。研究採準實驗設計，將VR專題製作融入大學開設之「華人社會與文化」課程中，學生需分組建構一個文化導向的虛擬空間，並以此設計文化課程教案。研究主要探討：（一）導入VR專題是否改善教案撰寫之邏輯性與組織清晰性；（二）VR專題製作是否影響學生的主觀學習經驗，如學習動機、學習態度與課程滿意度。本研究基於TRACK的理論框架，資料主要採用教案評量與學習經驗問卷分析，輔以教案質性分析。研究發現，導入VR專案能能顯著提升師培生在教案撰寫上之邏輯性與框架安排能力，且對學生的學習經驗無負面影響，課程滿意度亦普遍偏高，但文字敘述能力還有待加強。研究結果顯示，VR可作為華語師資培育中有利的數位工具，有助於訓練師培生撰寫教案的部分能力，並促進科技素養與教學能力的整合。最後，研究亦對未來VR融入師資培訓的課程設計提出建議與反思。

Although the integration of digital technology into teacher education has become a prevailing trend, empirical studies on how highly immersive virtual reality(VR)supports pre-service Chinese language teachers’lesson plan writing remain scarce. Conventional training models often lack contextual simulation platforms, making it difficult for pre-service teachers to develop lesson plans that are sufficiently concrete and pedagogically feasible. This study incorporated a VR-based project into a teacher education course to examine its effects on pre-service Chinese language teachers’lesson planning performance. Adopting a quasi-experimental design, the study embedded a VR project into a university course titled“Chinese Societies and Cultures,”in which students worked in groups to construct a culturally oriented virtual environment and designed culture-focused lesson plans based on the VR scenes they created. The study addressed two main questions: (1)whether integrating a VR project improves the logical coherence and organizational clarity of lesson plans, and (2)whether engaging in VR production influences students’subjective learning experiences, including learning motivation, learning attitudes, and course satisfaction. Data were collected through lesson plan assessments and learning-experience questionnaires, supplemented by qualitative analysis of lesson plans. The results indicate that the VR project significantly enhanced pre-service teachers’specificity and structural organization in lesson planning, without exerting negative effects on their learning experiences; overall course satisfaction was also generally high. These findings suggest that VR can serve as a beneficial digital tool in Chinese language teacher education, supporting the development of certain aspects of lesson planning skills and promoting the integration of technological literacy with pedagogical competence. Implications and reflections for designing future VR-integrated teacher education curricula are discussed.