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如何运用网络2.0进行录像说话的教学 (Using Web 2.0 for Chinese language video-based oral teaching and learning for primary school students)
Author
Loh, Chiow Chien
Supervisor
Choong, Kok Weng
Abstract
本地小学的华语学习者口语技能比较弱,没有信心用华语表达。2010年母语检讨委员会提出建议,学校应重视口语互动的教学,看录像说话将成为一项重要的口语教学板块。资讯科技的长足发展,促使其教育用途受到了重视。为了把科技融入课堂教学,教师必须探讨并调整自己的教学策略、方法和活动,以及思考教师本身应扮演的角色,以达到有效的教学。在新加坡,将科技融入口语教学的研究并不多见。在本文的研究中,笔者希望通过使用网络2.0科技的网上平台Padlet作为教学工具,探讨如何把其功能有效地融入口语教学中,让学生提升说话技能,并促进其交际功能。
教学实验以一间小学的46名五年级学生为研究对象,进行一轮看录像说话项目的口语教学。实验课以Padlet为教学工具,配合不同活动展开。教学实验进行前后测对比,收集课堂观察记录和师生的反馈,分析出有效的教学方式供教师参考。
数据显示在课堂中使用Padlet对学生有着积极正面的影响,也显著改善了学生的口语表达。此次研究发现Padlet提供了协作学习的平台,增加学生之间的互动,以强带弱,提高学习兴趣,促进自主学习。
教学实验以一间小学的46名五年级学生为研究对象,进行一轮看录像说话项目的口语教学。实验课以Padlet为教学工具,配合不同活动展开。教学实验进行前后测对比,收集课堂观察记录和师生的反馈,分析出有效的教学方式供教师参考。
数据显示在课堂中使用Padlet对学生有着积极正面的影响,也显著改善了学生的口语表达。此次研究发现Padlet提供了协作学习的平台,增加学生之间的互动,以强带弱,提高学习兴趣,促进自主学习。
Primary School students taking Chinese Mother Tongue subject face difficulty in using the language to communicate. In the 2010 Chinese Language Curriculum & Pedagogy Review, the recommendations revealed that more emphasis is placed on oral interaction, and video-based conversation is becoming an important content in the Chinese lesson. The advancement of technology creates more opportunity for educational uses. To integrate technology into classroom teaching, teachers need to explore and adjust their teaching strategies, methodologies and activities, and to consider the roles that they assume to achieve effective teaching and learning.
Studies on oral teaching and learning, especially using technology, in Singapore is rare. This research explored the use of the Web 2.0 tool, Padlet, as a teaching and learning tool, to improve Primary 5 students’ oral skills. Two lessons on a similar topic were designed and conducted on two separate occasions with two classes. There were 46 student participants in total. Data was collected and analysed from various sources: a comparison between pre and post-lesson oral recordings, classroom observations, pre and post-lesson surveys and interviews with the students and teachers.
It was found that there was positive impact on the students’ learning when using Padlet as a teaching and learning tool. The students’ oral presentations were vastly improved. Padlet provided a platform for collaborative learning, increasing interactions amongst the students, supporting the slower progressing students, enhanced learning interest, and encouraged self-directed learning.
Studies on oral teaching and learning, especially using technology, in Singapore is rare. This research explored the use of the Web 2.0 tool, Padlet, as a teaching and learning tool, to improve Primary 5 students’ oral skills. Two lessons on a similar topic were designed and conducted on two separate occasions with two classes. There were 46 student participants in total. Data was collected and analysed from various sources: a comparison between pre and post-lesson oral recordings, classroom observations, pre and post-lesson surveys and interviews with the students and teachers.
It was found that there was positive impact on the students’ learning when using Padlet as a teaching and learning tool. The students’ oral presentations were vastly improved. Padlet provided a platform for collaborative learning, increasing interactions amongst the students, supporting the slower progressing students, enhanced learning interest, and encouraged self-directed learning.
Date Issued
2017
Call Number
PL1074.8 L64
Date Submitted
2017