| dc.contributor | 英文系; 華文碩 | - |
| dc.creator (作者) | 招靜琪 | - |
| dc.creator (作者) | Chao, Chin-Chi | - |
| dc.creator (作者) | 方瑾 | - |
| dc.creator (作者) | Jin, Fang | - |
| dc.date (日期) | 2020-06 | - |
| dc.date.accessioned | 4-Jan-2022 15:23:47 (UTC+8) | - |
| dc.date.available | 4-Jan-2022 15:23:47 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-Jan-2022 15:23:47 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/138460 | - |
| dc.description.abstract (摘要) | 各式華語教學影片如今充斥在YouTube平台，但是華語教學研究似乎尚未有機會做深入的探討，形成了實務與研究的鴻溝。爲能有系統地了解華語教學專業如何在與YouTube的教學文化折衝之下，完成教學設計，本研究以「後教學法」（post-method pedagogy）代表人物庫瑪（Kumaravadivelu，1948）之語言教學「宏觀策略」（macrostrategies）爲架構，針對YouTube華語教學影片内容與製作過程，分析出在這樣的新興教學場域裡實踐華語教學之特有「微觀策略」（microstrategies）。研究結果針對YouTube此一另類教學場域提出宏觀及微觀策略，並指出製作此類教學影片背後的思維。 | - |
| dc.description.abstract (摘要) | YouTube has become an important means of language learning; many YouTubers and their self-made Chinese-learning content and regularly issued videos have attracted aspired global learners. Not many TCSL researchers, however, have studied this phenomenon in depth, creating an obvious gap between practice and theory. This study is an attempt to address this issue by systematically analyzing a team of three Chinese-teaching YouTubers` work with Kumaravadivelu`s post-method pedagogical framework. The results include an identification of macro- and micro-strategies unique to this alternative Chinese teaching context as well as a glimpse into the instructional thinking behind the production of such videos. | - |
| dc.format.extent | 2068899 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 應華學報, 22, 89-118 | - |
| dc.subject (關鍵詞) | YouTube;華語教學;開放式教育資源;後教學法;宏觀/微觀教學策略 | - |
| dc.subject (關鍵詞) | YouTube;Chinese Language Pedagogy;Open Educational Resources(OER);post-method;macro-/micro-strategies | - |
| dc.title (題名) | YouTube華語教學背後的奧妙：後教學法如何揭示開放式網路教學之宏觀與微觀策略 | - |
| dc.title (題名) | Behind the Closed Door of Chinese Teaching on YouTube: OER Macro- and Micro-strategies based on Post-method Pedagogy | - |
| dc.type (資料類型) | article | - |
| dc.identifier.doi (DOI) | 10.6391/JAC.202006_(22).0003 | - |
| dc.doi.uri (DOI) | https://doi.org/10.6391/JAC.202006_(22).0003 | - |
