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題名 虛擬實境技術在中國大陸中學古詩文教學的應用研究—以《天淨沙·秋思》為例
The Study of Virtual Reality in the Teaching of Ancient Literature and Poetry in High Schools of Mainland China - Take Tianjinsha·Qiusi as an example作者 黃玉明
Huang, Yu-Ming貢獻者 陳聖智<br>廖峻鋒
Chen, Sheng-Chih<br>Liao, Chun-Feng
黃玉明
Huang, Yu-Ming關鍵詞 虛擬實境
古詩文教學
數位學習
體驗式學習
數據分析
Virtual Reality
Chinese ancient literature and poetry teaching
Digital Learning
Experiential learning
Data Analyse日期 2020 上傳時間 5-Feb-2020 18:30:37 (UTC+8) 摘要 近年來，古詩文教學在中國大陸語文教學中的地位與日俱升，舉足輕重，但中小學教師的古詩文教學模式卻沒有太大突破。與此同時，虛擬實境技術逐漸從休閒娛樂擴展融入到學習教育中，并運用巧妙設計的體驗機制引發學生的體驗意願，進而在愉悅的學習態度中學習。虛擬實境古詩文教學輔助作品——這個結合虛擬實境技術與古詩文教學的概念也隨著虛擬實境教學輔助產業的發展應運而出；但從產業、學習、體驗等角度來思考，虛擬實境古詩文教學輔助作品應具何特征？其體驗是否良好？學習是否有效？這些問題亟待解決。本研究旨在（1）瞭解虛擬現實教學輔助設計產業和學校古詩文教學教師、學生對虛擬現實古詩文教學輔助作品的需求；（2）設計一款虛擬實境古詩文教學輔助作品；（3）評估虛擬實境古詩文教學輔助作品的體驗與學習效益。首先，本研究訪談虛擬現實教學輔助設計產業各利害關係人和中國大陸中學古詩文教學教師，了解他們對虛擬實境古詩文教學輔助設計的想像與需求；接著，本研究運用體驗式學習圈與建構主義等學習理論，透過彙整訪談內容和相關文獻的分析，提出虛擬實境古詩文教學輔助作品的設計路徑；之後，本研究根據彙整歸納的設計路徑，設計出虛擬實境古詩文教學輔助作品《VR天淨沙·秋思》。最後，本研究通過實驗與問卷的設計，邀請共計三十四位普通中學學生進行虛擬實境古詩文教學輔助作品的課堂實驗，收集他們的古詩文學習態度、學習效果、心流體驗與和作品評價數據，經過SPSS統計分析，驗證本研究所設計的虛擬實境古詩文教學輔助作品對學生古詩文學習（學習態度、學習效果等維度）有顯著的正向影響。
In recent years, the teaching of Chinese ancient literature and poetry in high schools of mainland China has played an increasingly important role in language education in China, but hardly any breakthroughs have been achieved in the instruction methodologies. At the same time, the application of Virtual Reality (VR) technology has expanded from entertainments into learning and education. With lively graphic designs in 3-dimensional spaces, VR can produce experiences that trigger students’ interests, thereby allowing students to learn in a relaxing and delighting environment.VR-assisted Chinese ancient literature and poetry instruction, a concept that combines VR technology with Chinese ancient literature and poetry education, is a natural extension of the VR application in education.To further this concept, we need to define features of VR-assisted Chinese ancient literature and poetry instruction from the perspectives of education industry and learning experiences. How can the instruction materials and processes be designed? Can this approach lead to better experiences? Will it produce great teaching results with efficiency and quality? These questions need to be answered. Therefore, it is the intention of this thesis to (1) understand the requirements of VR-assisted Chinese ancient literature and poetry instruction from the perspective of education industry, teachers and students; (2) design an application as an example of VR-assisted Chinese ancient literature and poetry instruction; and (3) examine the experience and learning efficiency of such application.First of all, this study conducted interviews with various stakeholders, including representatives from VR-assisted education industry and high school language teachers of Chinese ancient literature and poetry in Mainland China, to understand their vision and requirements in regards to application of VR in teaching classic poems. Secondly, based on the results of these interviews, the study applied learning theories Experiential Learning Cycle and Constructivism as the framework of summary and analysis. The findings laid the path to the design of VR-assisted Chinese ancient literature and poetry instruction and the choice of “Tianjinsha·Qiusi” by Yuan Dynasty poet Ma Zhiyuan as the theme of the VR application.At the end, using the VR application as the learning material, the author conducted a classroom experiment, with participation of 34 high school students, and collected data regarding learning efficiency, learning experiences, appraisal of the material, and attitude towards classic poems. 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國立政治大學
數位內容碩士學位學程
106462016資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106462016 資料類型 thesis dc.contributor.advisor 陳聖智<br>廖峻鋒 zh_TW dc.contributor.advisor Chen, Sheng-Chih<br>Liao, Chun-Feng en_US dc.contributor.author (Authors) 黃玉明 zh_TW dc.contributor.author (Authors) Huang, Yu-Ming en_US dc.creator (作者) 黃玉明 zh_TW dc.creator (作者) Huang, Yu-Ming en_US dc.date (日期) 2020 en_US dc.date.accessioned 5-Feb-2020 18:30:37 (UTC+8) - dc.date.available 5-Feb-2020 18:30:37 (UTC+8) - dc.date.issued (上傳時間) 5-Feb-2020 18:30:37 (UTC+8) - dc.identifier (Other Identifiers) G0106462016 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/128646 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 數位內容碩士學位學程 zh_TW dc.description (描述) 106462016 zh_TW dc.description.abstract (摘要) 近年來，古詩文教學在中國大陸語文教學中的地位與日俱升，舉足輕重，但中小學教師的古詩文教學模式卻沒有太大突破。與此同時，虛擬實境技術逐漸從休閒娛樂擴展融入到學習教育中，并運用巧妙設計的體驗機制引發學生的體驗意願，進而在愉悅的學習態度中學習。虛擬實境古詩文教學輔助作品——這個結合虛擬實境技術與古詩文教學的概念也隨著虛擬實境教學輔助產業的發展應運而出；但從產業、學習、體驗等角度來思考，虛擬實境古詩文教學輔助作品應具何特征？其體驗是否良好？學習是否有效？這些問題亟待解決。本研究旨在（1）瞭解虛擬現實教學輔助設計產業和學校古詩文教學教師、學生對虛擬現實古詩文教學輔助作品的需求；（2）設計一款虛擬實境古詩文教學輔助作品；（3）評估虛擬實境古詩文教學輔助作品的體驗與學習效益。首先，本研究訪談虛擬現實教學輔助設計產業各利害關係人和中國大陸中學古詩文教學教師，了解他們對虛擬實境古詩文教學輔助設計的想像與需求；接著，本研究運用體驗式學習圈與建構主義等學習理論，透過彙整訪談內容和相關文獻的分析，提出虛擬實境古詩文教學輔助作品的設計路徑；之後，本研究根據彙整歸納的設計路徑，設計出虛擬實境古詩文教學輔助作品《VR天淨沙·秋思》。最後，本研究通過實驗與問卷的設計，邀請共計三十四位普通中學學生進行虛擬實境古詩文教學輔助作品的課堂實驗，收集他們的古詩文學習態度、學習效果、心流體驗與和作品評價數據，經過SPSS統計分析，驗證本研究所設計的虛擬實境古詩文教學輔助作品對學生古詩文學習（學習態度、學習效果等維度）有顯著的正向影響。 zh_TW dc.description.abstract (摘要) In recent years, the teaching of Chinese ancient literature and poetry in high schools of mainland China has played an increasingly important role in language education in China, but hardly any breakthroughs have been achieved in the instruction methodologies. At the same time, the application of Virtual Reality (VR) technology has expanded from entertainments into learning and education. With lively graphic designs in 3-dimensional spaces, VR can produce experiences that trigger students’ interests, thereby allowing students to learn in a relaxing and delighting environment.VR-assisted Chinese ancient literature and poetry instruction, a concept that combines VR technology with Chinese ancient literature and poetry education, is a natural extension of the VR application in education.To further this concept, we need to define features of VR-assisted Chinese ancient literature and poetry instruction from the perspectives of education industry and learning experiences. How can the instruction materials and processes be designed? Can this approach lead to better experiences? Will it produce great teaching results with efficiency and quality? These questions need to be answered. Therefore, it is the intention of this thesis to (1) understand the requirements of VR-assisted Chinese ancient literature and poetry instruction from the perspective of education industry, teachers and students; (2) design an application as an example of VR-assisted Chinese ancient literature and poetry instruction; and (3) examine the experience and learning efficiency of such application.First of all, this study conducted interviews with various stakeholders, including representatives from VR-assisted education industry and high school language teachers of Chinese ancient literature and poetry in Mainland China, to understand their vision and requirements in regards to application of VR in teaching classic poems. Secondly, based on the results of these interviews, the study applied learning theories Experiential Learning Cycle and Constructivism as the framework of summary and analysis. The findings laid the path to the design of VR-assisted Chinese ancient literature and poetry instruction and the choice of “Tianjinsha·Qiusi” by Yuan Dynasty poet Ma Zhiyuan as the theme of the VR application.At the end, using the VR application as the learning material, the author conducted a classroom experiment, with participation of 34 high school students, and collected data regarding learning efficiency, learning experiences, appraisal of the material, and attitude towards classic poems. Results from statistical data analysis indicated that VR-assisted Chinese ancient literature and poetry instruction designed for this study produced a significant and positive outcome, enhancing student’s attitude and learning efficiency. en_US dc.description.tableofcontents 第一章、緒論 1第一節、研究動機與背景 1一、中國大陸中學古詩文教學環境及教學意義 1二、中國大陸當前中學古詩文教學要求及教學模式概況 4三、科技與多媒體輔助教學、VR輔助教學的簡介與優勢 5四、VR古詩文教學的現狀分析與趨勢 11第二節、研究問題與研究目的 12一、研究問題 12二、研究目的 13第三節、研究架構與研究流程 14一、研究架構 14二、研究流程 15第二章、文獻探討 17第一節、中國大陸中學古詩文教學分析 17一、中國大陸古詩文考試的範圍及要求分析 17二、當前中國大陸語文教學模式分析 21第二節、虛擬實境技術 24一、虛擬實境技術的定義 24二、虛擬實境的「3i」特徵 26三、虛擬實境技術發展的三個階段 27四、虛擬實境技術現狀分析 28五、虛擬實境技術當前問題分析與未來發展探討 29六、虛擬現實產業分析 32第三節、虛擬實境與輔助教學理論探討 34一、數位原生與輔助學習 34二、沉浸式體驗與學習研究 34三、交互性操作與知識構建 35四、構想性場景與想像力分析 36五、學習態度與學習效率探討 37第四節、虛擬實境古詩文教學輔助作品設計理論探討 39一、6E教學模式與虛擬實境古詩文教學模式探討 39二、ADDIE課程理論與虛擬實境古詩文教學作品設計 40三、KirKpatrick4R學習評估理論與虛擬實境古詩文教學作品評估 41第五節、虛擬實境古詩文教學輔助作品的設計流程 44一、虛擬實境古詩文教學輔助作品設計——分析階段 46二、虛擬實境古詩文教學輔助作品設計——設計階段 46三、虛擬實境古詩文教學輔助作品設計——製作開發階段 49四、虛擬實境古詩文教學輔助作品設計——測試與迭代階段 50五、虛擬實境古詩文教學輔助作品設計——發佈階段 50第六節、虛擬實境結合教學案例分析 51一、虛擬實境技術與教育應用案例一「飛行培訓模擬器」 51二、虛擬實境技術與教育應用案例二「自敘·心境」 53三、虛擬實境技術與教育應用案例三「神遊幻境」 56四、虛擬實境技術與教育應用案例四「設計構圖體驗教學VR」 58五、擬實境技術與教育應用案例五「zSpace」 62六、擬實境技術與教育應用案例六「AR桃花源」 64第三章、 研究方法與分析 66第一節、研究架構與方法 66一、虛擬實境古詩文教學輔助作品需求分析 66二、虛擬實境古詩文教學輔助作品環境開發與建置 68三、虛擬實境古詩文教學輔助作品評估分析與討論 70第二節、虛擬實境古詩文教學輔助作品需求分析 72一、虛擬實境古詩文教學輔助作品的定義 72二、虛擬實境古詩文教學輔助作品的市場定位 73第四章、虛擬實境古詩文教學輔助作品設計與開發 82第一節、虛擬實境古詩文教學輔助作品教學分析 82一、教學環境和教學對象分析 82二、「天淨沙·秋思」作者分析 83三、「天淨沙·秋思」創作背景分析 83四、「天淨沙·秋思」虛擬實境古詩文教學輔助作品教學目標 84第二節、虛擬實境古詩文教學輔助作品核心機制設計 86一、「天淨沙·秋思」虛擬實境古詩文教學輔助作品與投入階段學習者的學習態度 86二、「天淨沙·秋思」虛擬實境古詩文教學輔助作品與探索階段體驗式學習圈 88三、教學機制與體驗流程 90四、小節 91第四節、作品场景與流程設計 91一、作品邏輯與系統架構 91二、 作品場景與互動設計 95第五節、「天淨沙·秋思」虛擬實境古詩文教學輔助作品開發與建置 126一、技術應用與系統架構 126二、作品開發與迭代 127第五章、作品實驗與分析 131第一節、實驗設計 131一、受測者資訊 131二、實驗流程設計 131三、 實驗問卷設計 132第二節、實驗數據分析 137一、 實驗數據信效度分析 138二、 實驗對象背景資料分析 141三、 學習態度分析 142四、學習效果量表分析 147五、心流經驗與體驗效果分析 148六、作品接受度量表分析 150七、 總結 153第三節、實驗觀察總結 1541、 實驗觀察法設計 1542、 實驗觀察檢核表及分析 1553、 小節 157第六章、 結論與未來展望 158第一節、結論與貢獻 158第二節、研究建議 160一、 虛擬實境古詩文教學輔助作品的訪談階段之研究建議 160二、 虛擬實境古詩文教學輔助作品的設計與開發之研究建議 161三、 虛擬實境古詩文教學輔助作品的實驗階段之研究建議 162第三節、研究限制 163一、實驗對象與環境限制 163二、 技術限制 163第四節、未來展望 164一、作品的美化與包裝 164二、作品教師端的設計與製作 165三、 虛擬實境古詩文教學輔助作品系列化 165四、 虚拟实境古诗文教学辅助作品与长期记忆教学效果探讨 165參考文獻 166中文文獻 166英文文獻 170電子網路資料 178附錄一、近現代中國大陸語文教材中古詩文課文歷史回顧 179附錄二、2018年、2017年中國大陸全國高考語文古詩文必背目錄 183附錄三、中國大陸全國新課標高考考試大綱(總綱)對高考語文科的學生能力考察要求 186附錄四、中學古詩文教學教師訪談綱要 189附錄五、虛擬實境教學產品業者訪談綱要 191附錄六、虛擬實境古詩文教學產品體驗者調查問卷 193附錄七、虛擬實境古詩文課堂應用教學計劃書 200附錄八：受訪教師A訪談逐字稿（一） 204附錄九：受訪教師B訪談逐字稿（二） 211附錄十：受訪教師C訪談逐字稿（三） 217附錄十一：受訪教師D訪談逐字稿（四） 220附錄十二：受訪教師E訪談逐字稿（五） 222附錄十三：受訪教師F訪談逐字稿（六） 230附錄十四：受訪教師G訪談逐字稿（七） 237附錄十五：業者訪談H逐字稿（八） 245附錄十六：業者訪談I逐字稿（久） 248附錄十七：業者訪談J逐字稿（十） 256附錄十八：業者訪談K逐字稿（十一） 261附錄十九：業者訪談L逐字稿（十二） 268 zh_TW dc.format.extent 8036329 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106462016 en_US dc.subject (關鍵詞) 虛擬實境 zh_TW dc.subject (關鍵詞) 古詩文教學 zh_TW dc.subject (關鍵詞) 數位學習 zh_TW dc.subject (關鍵詞) 體驗式學習 zh_TW dc.subject (關鍵詞) 數據分析 zh_TW dc.subject (關鍵詞) Virtual Reality en_US dc.subject (關鍵詞) Chinese ancient literature and poetry teaching en_US dc.subject (關鍵詞) Digital Learning en_US dc.subject (關鍵詞) Experiential learning en_US dc.subject (關鍵詞) Data Analyse en_US dc.title (題名) 虛擬實境技術在中國大陸中學古詩文教學的應用研究—以《天淨沙·秋思》為例 zh_TW dc.title (題名) The Study of Virtual Reality in the Teaching of Ancient Literature and Poetry in High Schools of Mainland China - Take Tianjinsha·Qiusi as an example en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻陳寅恪（1936）。桃花源記旁證。摘自清華學報。陳勇全、廖冠智（2013）。昆蟲知識學習之虛擬實境教材設計與ARCS探究。數位學習科技期刊，5（1），51-68。陳聖智（2011）。數位藝術互動設計應用之想像力建構分析—概念、操作化與實施策略。國立政治大學文化創意產業發展研討會，2011年12月5日。董雪潔（2013）。我國大陸與臺灣地區小學語文教材中的古詩文比較——以蘇教版和臺灣國立編譯局版為例。世界教育資訊，26（13），68-72。董學文（2001）。文學原理。北京大學出版社。高嵩（2017）。虛擬實境技術在高中地理教學中的應用研究。（碩士論文，福建師範大學）。關玲（2018）。《中華好詩詞》的歷史價值與現實意義。中國廣播電視學刊（12），46-48。郭晴（2016）。談古風歌詞對古典詩詞的傳承。教育教學論壇，42，91-93。郭生玉（1982）。教師期望與學生內外控信念關係之研究。教育心理學報。洪永忠（2002）。中國古代文人的悲劇意識——從馬致遠《 天淨沙·秋思》說起。大理學院學報。黃光楊（2008）。教育測量與評價。上海華東師範大學出版社。黃慶生（1953）。一篇很不好教的課文——〈背影〉。《人民教育》1951年第3期。黃禹康（2013）。小橋流水人家——尋訪馬致遠故里。上海房地，1，59-59。李昊倫（2018）。VR技術與互聯網教育的結合研究。中國新通信，20（24），170。李良品（2006）。中國語文教材發展史，重慶出版社。李淑寧（2002）。馬致遠生平新考。藝術百家，1，79-82。李曉宏（2005）。中國語文教材歷史發展軌跡綜述。長治學院學報，03，79-81。梁朝雲、張弘毅（民88）。網路虛擬實境與情境學習的整合應用。教育資料與圖書館學，36（2），197－224。林生傳（2003）。 教育研究法: 全方位的統整與分析。 心理出版社股份有限公司。劉加霞、辛濤 （2000）。 中學生學習動機， 學習策略與學業成績的關係研究。 教育理論與實踐， 20（9）， 54-58。劉繼潮（2004）。建構古典山水畫空間理論的話語體系——釋 “以大觀小” 的思維智慧。美術研究，2，48-55。聶菲（2016）。“能力層級”要求下的高中教材古詩文練習設計研究。（碩士論文，雲南師範大學）。諾曼（Donald, A. 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