教育桌遊對學習成效、語言學習焦慮與課程滿意度之影響：以初級華語教學課程為例

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姓名

胡庭芸(Ting-Yun Hu) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

教育桌遊對學習成效、語言學習焦慮與課程滿意度之影響：以初級華語教學課程為例
(The Effects of Applying Educational Board Games on Learning Outcomes, Language Learning Anxiety, and Program Satisfaction: A Case Study of an Elementary Chinese Language Teaching Course)

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摘要(中)

本研究旨在探討運用教育桌遊的華語課程與運用閃字卡的講述式華語課程在對外華語學習者的學習成效、語言學習焦慮以及課程滿意度之間的影響，融入桌遊之教學內容主要基於「國教院語法點分級標準檢索系統」與日常生活常見物品的生詞去進行設計，教學目標是希望A1的華語學習者能使用基礎的語法去進行簡單的華語句子輸出，教學設計上會先講解目標生詞，於練習與複習階段則施用教育桌遊；講述式教學組之教學內容相同，僅在練習與複習階段佐以閃字卡輔助。所有受試者均會進行語言學習焦慮之前測與後測，並在課程結束後填寫課程滿意度問卷，資料蒐集完成後會透過獨立樣本t檢定和無母數分析以及半結構式訪談的方式去檢驗學習成效與語言學習焦慮及課程滿意度之間是否有交互作用。研究結果為在採用教育桌遊的組別有較高的學習成效，而採用閃字卡的組別則有較低的學習焦慮；學習成效則與課程滿意度呈現正相關，顯示較滿意課程者的學習成效也較佳。

摘要(英)

The purpose of this study is to investigate the effects of applying educational board games and flashcards on the learning effectiveness, language learning anxiety, and program satisfaction of foreign learners of Chinese in a Chinese language program. The teaching goal is to enable A1 Chinese language learners to use basic grammar to produce simple Chinese sentences. The teaching design is to explain the target vocabulary first, and then educational board games will be applied in the practice and review stages. The teaching content of the narrative group is the same, with flashcards used as a supplement in the practice and review stages. At the end of the course, all participants took the pre-tests and post-tests regarding their language learning anxiety and completed the course satisfaction questionnaires. After data collection, the independent sample t-test, nonparametric analysis, and semi-structured interviews were conducted to examine whether there was an interaction between learning effectiveness, language learning anxiety, and course satisfaction. The results of the study showed that the group where educational board games had been applied demonstrated better learning outcomes, and that the group where flashcards had been used showed lower learning anxiety, while learning outcomes were positively correlated with program satisfaction, indicating that those who were more satisfied with the program also demonstrated better learning outcomes.

關鍵字(中)

★ 遊戲教學
★ 華語教學
★ 學習焦慮
★ 教育桌遊
★ 閃字卡

關鍵字(英)

★ game-based learning
★ Chinese language teaching
★ learning anxiety
★ educational board games
★ flashcards

論文目次

中文摘要 ii
英文摘要 iii
謝誌 iv
目錄 v
圖目錄 viii
表目錄 ix
第一章、緒論 1
第一節研究背景與動機 1
第二節研究目的 1
第三節研究問題 2
第四節研究範圍與限制 2
第五節重要名詞解釋 2
1-5-1 情意濾網 2
1-5-2 教育桌遊「察言觀色」 2
1-5-3 華語能力分級 3
1-5-4　對外華語教學 4
第二章、文獻探討 5
第一節教育桌遊 5
2-1-1 嚴肅遊戲 5
2-1-2 教育桌遊與其應用 5
2-1-3 小結 6
第二節教育桌遊在對外華語課程之成效評估 6
2-2-1 成效評估 6
2-2-2 小結 6
第三節教育桌遊在對外華語課程之語言學習焦慮評估 7
2-3-1 語言學習焦慮評估 7
2-3-2 小結 7
第四節教育桌遊在對外華語課程之課程滿意度評估 7
2-4-1 課程滿意度評估 7
2-4-2 小結 8
第三章、研究方法 8
第一節自變項與依變項 8
3-1-1 自變項與依變項 8
第二節研究設計 9
3-1-2 研究設計 9
第三節研究對象 11
第四節課程設計 11
第五節研究假設 11
第六節研究工具 11
3-5-1 學習成效前測與後測測驗卷 11
3-5-2外語課堂焦慮量表(Foreign Language Classroom Anxiety Scale) 12
3-5-3 教育桌遊《察言觀色》 13
3-5-4 課程內容 21
3-5-5基本資料檔案 64
3-5-6 訪談紀錄表 64
3-6 資料收集部分 64
3-6-1 量化資料蒐集 64
3-6-2 訪談與觀察資料蒐集 64
3-7 資料分析 64
第四章、研究結果 64
4-1 研究問題一 64
4-2 研究問題二 67
第五章、結論與建議 73
5-1 研究結論 73
5-1-1 研究結論1 73
5-1-2 研究結論2 74
5-1-3 研究結論3 74
5-2 研究建議 75
5-2-1 對教學實務的建議 75
5-2-2 對未來研究的建議 76
參考文獻 77
中文文獻 77
西文文獻 78
附錄一、知情同意書 83
附錄二、語言學習焦慮量表 86
附錄三、遊戲鷹架表 88
附錄四、半結構式訪談提綱 91
附錄五、A班訪談內容逐字稿 92
附錄六、B班訪談內容逐字稿 111
附錄七、C班訪談內容逐字稿 122
附錄八、D班訪談內容逐字稿 142
附錄八、生詞認知前測考卷 156
附錄九、生詞認知後測考卷 161
附錄十、滿意度調查問卷 166

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指導教授

劉旨峯(Zhi-Feng Liu)

審核日期

2024-7-31

推文