| dc.contributor.advisor | 舒兆民 | zh_TW |
| dc.contributor.advisor | Shu Zhaomin | en_US |
| dc.contributor.author (Authors) | 白明安 | zh_TW |
| dc.contributor.author (Authors) | Brakhmanova Anastasiia | en_US |
| dc.creator (作者) | 白明安 | zh_TW |
| dc.creator (作者) | Anastasiia, Brakhmanova | en_US |
| dc.date (日期) | 2022 | en_US |
| dc.date.accessioned | 1-Apr-2022 15:03:28 (UTC+8) | - |
| dc.date.available | 1-Apr-2022 15:03:28 (UTC+8) | - |
| dc.date.issued (上傳時間) | 1-Apr-2022 15:03:28 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0108161016 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/139553 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 華語文教學碩博士學位學程 | zh_TW |
| dc.description (描述) | 108161016 | zh_TW |
| dc.description.abstract (摘要) | 2019、2020本兩年成爲俄羅斯綫上教學很重要的出發點。儘管在俄羅斯的華語教學2010年開始已經成爲很流行的方向，但到了2019很多老師和學生遇到了新的綫上教學的挑戰。本研究試著以綫上方式融入華語教學出發，透過網路一對多遠距同步華語漢字教學，首先探討在一班俄羅斯初級學生環境中，老師用哪些方法和技巧才讓綫上漢字教學又有效又有趣、學生最常遇到的難點和由於點有哪些，並老師怎麽會幫學生剋服它。本研究主要研究對象為兩班俄羅斯國小學生，華語為第二語言學習的零起點級學習者，並采用綫上平臺Zoom和研究者根據在俄羅斯出版的“初級華語”課本編寫的課程進行原句一對多教學。課程教學為三個月，一共24堂課，每周兩個小時。接著通過行動研究法，應用俄羅斯華語老師的問卷、課程前和后學生的問卷和老師的課程記錄反思，研究者根據搜集的五位學者的經驗與感受、老師教學反思，深入瞭解本教學行動。所有的問卷調查、學習者回饋、教學省思等記錄都用來分析本研究教學漢字的情況。本研究結果顯示以綫上教學爲主傳統的教學方法（例：字帖）不給學生對學習過程滿意、也讓他們很無聊，他們沒有辦法寫這麽多漢字，并不能記住它們；接下來通過三個月的課程，發現了學生很容易認得出來漢字，但不完全會寫。綫上工具（例：wordwall, learning apps, fortune wheel）讓學生輕鬆地上課、完成作業和測試，不過他們的認出來漢字的能力比寫漢字的能力好多。本研究能協助綫上對外華語文老師瞭解籍由網路遠距第二語言零起點級學習者的需求，並提供教學設計參考。 | zh_TW |
| dc.description.abstract (摘要) | 2019 and 2020 these two years became the turning point of new online teaching wave in Russia. Learning Chinese was a trend beginning from 2010-s, but last two years gave teachers and students the new challenge: learning and teaching Chinese online.This research attempts to investigate how to make teaching Chinese characters to elementary novice students both effective and less tiring for teachers and students, what difficulties students usually meet while learning characters online and what techniques a teacher can use to overcome it.This investigation focuses on two groups of Russian elementary students, based on Russian online school. Current Chinese elementary course is based on a Russian coursebook “Chinese for the elementary schoolers”and was conducted via Zoom online platform during three months, each week two hours. The researcher was using plenty of online tools and techniques for online teaching to make learning process effective and fun. The research part is based on the questionary, pre and post-course students’questionnaries, teacher’s own reflection diary was written after each lesson (total 48 hours).Studie’s results proved that using traditional methods of teaching (e.g. make students write characters for several times) are not effective and make students bored, also it was discovered that students can perfectly recognize characters, but writing it is difficult for them, using online sites and tools (e.g. wordwall, learning apps, fortune wheel) for the classwork, homework or even tests make students feel better about learning characters and Chinese in general.This research can be useful for beginner teachers or teachers, who want to be aware of online teaching tools, the most frequent difficulties that students meet while online learning, also research is provided with the teaching plan for Russian-speaking elementary novice students. | en_US |
| dc.description.tableofcontents | 謝辭 2摘要 3Abstract 4表次 8圖次 9第一章 緒論 1第一節 研究背景及動機 1第二節 研究問題及目的與重要性 4第三節 名詞解釋 5第二章 文獻探討 7第一節 中文漢字特色與漢字教學難點 7第二節 小學生教學外語的特點 9第三節 遠距同步課的工具 12第四節 俄羅斯、台灣與中國線上漢字教學與研究概述 17第五節 線上教學的優缺點 19第六節 小結 24第三章 研究设计 26第一節 研究方法 26第二節 研究範圍 28第三節 研究流程 33第四節 研究工具 35第五節 “華語入門”課程教學方案 41第四章 資料分析與統整 41第一節 中文俄羅斯老師對線上漢字教學問卷調查的結果 42第二節 “華語入門”課程影片分析與教師課程記錄反思 59第三節 學習者課前後學習結果與滿意度問卷分析 66第五章 研究結論與未來的研究 77第一節 研究結論 77第二節 研究限制 80第三節 未來的研究與建議 81附錄 83附錄一 中文俄羅斯老師對綫上漢字教學問卷 83附錄二 學習者課前問卷 84附錄三 學習者課後學習結果與滿意度問卷 87附录四 入門華語課程教學方案 91參考的文獻 106 | zh_TW |
| dc.format.extent | 3198491 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0108161016 | en_US |
| dc.subject (關鍵詞) | 綫上教學 | zh_TW |
| dc.subject (關鍵詞) | 綫上工具 | zh_TW |
| dc.subject (關鍵詞) | 遠距教學 | zh_TW |
| dc.subject (關鍵詞) | 對外華語教學 | zh_TW |
| dc.subject (關鍵詞) | 零起點學習者 | zh_TW |
| dc.subject (關鍵詞) | Online teaching | en_US |
| dc.subject (關鍵詞) | Online tools | en_US |
| dc.subject (關鍵詞) | Distance learning | en_US |
| dc.subject (關鍵詞) | CFL | en_US |
| dc.subject (關鍵詞) | Teaching characters online | en_US |
| dc.title (題名) | 俄羅斯初級學生之線上漢字教學與實施 | zh_TW |
| dc.title (題名) | Online teaching Chinese to elementary novice Russian students | en_US |
| dc.type (資料類型) | thesis | en_US |
| dc.relation.reference (參考文獻) | 專書鄭艷群，（2012）。對外漢語教育技術概論，黃沛榮（2016）。漢字教學的理論與實踐。臺北：樂學書局有限公司林翠雲、黃依駿，（2016）。華語遠距同步教學實務導引。蔡雅薰; 舒兆民; 陳立芬; 張孝裕; 何淑貞; 賴明德，（2008）。華語文教學導論。臺北：三民書局。期刊儸榮華，2019。 漢語+綫上漢語教學的實踐與探索。現代教育科學，No.9，頁9-13博碩士學位論文時珊珊（2019）。基於CMC網絡環境下的對外漢語實時綫上一對一教學設計，遼寧大學，漢語國際教育。（二）外文專書Darvish, (2013). Age psychology, Moscow: KDUDemina N.A., (2006). Methods of Teaching Practical Chinese. Moscow: Vostochnaya Literatura.Kochergin I., (2012). Talking about learning and teaching Chinese. Moscow: Izdatelskiy Dom VKN.Molotkova U.V., (2016). Teaching Chinese Characters to the University Students. Minsk: RIVSH.Natalie Schilling, (2013). Research Methods in Linguistics: Surveys and Interviews. Cambridge: Cambridge University Press.Susan Ko, Steve Rossen, (2017). Teaching Online. A Practical Guide. New York: Taylor and Francis.期刊Loseva E.S. (2019). Problems of teaching foreign languages in universities, Azimut Nauchnyh Issledovaniy: pedagogica yi psykhologiya, p. 145-147Malgorzata Ciesielska, Katarzyna W. Bostrom, Magnus Ohlander (2018). Observation methods, Research Gate, p. 33-50Mishinsky A.L. (2017). The Problems of Teaching Chinese CharactersTao-Chung Yao, Yang Xiao-Desai, (2011). Teaching Chinese through Interactive and Collaborative Online Social Networks. University of Hawaii，Journal of Chinese Language Teaching and Research in the U.S., p. 0-12Tianwei Xie,Tao-chung Yao（2008）.Technology in Chinese teaching and learning，Teacher Knowledge and Pedagogical Decisions, p.151-171Yang Gong, Boning Liu and Xuesong GaoTeaching (2018). Chinese as a Second or Foreign Language The Asia-Pacific Education Researcher, 27(2), p. 277-289網際網絡Online English teaching in a period of distance education in Russia, Retrieved October 23, 2020, from: https://урок.рф/library/prepodavanie_anglijskogo_yazika_v_usloviyah_distantci_124045.htmlThe characteristics of young foreign language learners, Retrieved May 30, 2014, from: http://iyazyki.prosv.ru/2014/05/foreignstudy-preschool/Teaching foreign languages in Junior School, Retrieved January 20, 2016, from: https://multiurok.ru/blog/obuchieniie-inostrannym-iazykam-v-nachal-noi-shkolie.html | zh_TW |
| dc.identifier.doi (DOI) | 10.6814/NCCU202200355 | en_US |
