| 摘要(英) |
In the traditional classroom, teachers may lead students into situational learning through dramatic ways. By role-playing, students can put the learnt knowledge into practice. However, the original digital learning theater didn’t take the teacher-student interaction into consideration. With the advancement of technology, teaching media embrace a great improvement. Many elementary schools and junior high schools can provide students with tablets, for interacting with teachers through CRS in class.
The research based on digital learning theater, established a card-based interaction system for teacher with context of digital learning theater. Teachers can design a series of situational teaching and interactive learning QA on the basis of teaching contents, and then use dramatic ways in their teaching process. Besides, teachers can decide whether or not to show students’ scores on the screen immediately. All the interaction process in class will be recorded for teacher to take control of students’ learning situation.
In order to find out the learning outcomes of different interactive teaching mode and the preference of teachers’ using different interactive teaching mode in class, we apply our system in different teaching situations. The research cooperates with a language teacher in junior high school in Taoyuan. Five classes of students and thirty- six teachers (with 22 teachers having taken teacher education program) were chosen as participants. Besides, self-made test items and a questionnaire were designed as the instruments to understand students′ learning motivation and outcomes as well as
teachers′ perceptions via using teaching interaction system. The results show that, teaching interaction system do improve students’ learning outcomes, shown in students’ ascending scores. Additionally, teachers also show higher degree of preference on interactive of teaching system, which is considered to be positive on fostering students’ learning motivation and further reach the learning goal. |
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