高中生之網路輔助跨國文化語言課程設計與評鑑

Abstract

鑑於電腦及網路科技的發達，使用網路輔助語言教學已是目前的趨勢，然而目前學生雖可經由網際網路與世界各地的人群進行交流互動，接觸不同文化，但高中教科書中卻缺乏跨文化知能的相關教材。本研究以高中生為對象，發展一套適合高中生之跨國文化語言課程，依照Smith和Ragan（1999）之「分析」、「擬定教學策略」、「評鑑及修正」之系統化教學設計架構，分析出跨文化知能之五個構面：知覺、態度、技巧、知識、以及後設知覺，融合「溝通式英語教學」、「跨文化知能」與「網絡學習」三大要素，設計高中生之網路輔助跨國文化語言課程，並擬定課程形成性評鑑之方法與工具。

經由文獻分析與需求分析結果，本研究以學生生活週遭環境為課程設計重心，將網路輔助跨文化語言學習課程規劃為三個單元，分別為「Self Introduction」、「My Ideal School Life」、以及「Video Conference」，設計相關教學流程、教學活動以及學習單，作為教師實際教學之參考，另外以問卷和評鑑準則的方式來進行學生的能力評估。此外以專家評鑑、教師評鑑、學習者課後滿意度問卷和訪談之方式，評估此課程之可行性與學習者滿意度。

形成性評鑑結果顯示，本課程具有適宜之內容性、設計性、一致性與可行性，專家及教學教師均認為此課程與英文科結合緊密，設計新穎，並提出課程未來改進之建議；此外，學生接受此課程之後，於「知覺」、「態度」構面有明顯改變，本研究也就此現象加以進一步探討。最後，本研究提出相關建議及未來研究方向，希望此研究成果能作為相關研究之參考。

As more and more people use technology to facilitate language learning, it also makes them easier to learn about other cultures via the internet. Nowadays, high school students are able to interact with people from other countries by using the internet, however, their English textbooks are lacking of learning materials about other cultures. Thus, this study aims to design, develop and evaluate an intercultural learning curriculum and its learning materials for high school students to enhance their understanding toward other cultures. This study reviewed relevant literatures of communicative competence, intercultural competence and networked learning, then combined the three above and use the Analysis—Strategy—Evaluation instructional design model proposed by Smith and Ragan (1999) in curriculum design. The revised curriculum contained three learning units: (1) Self Introduction; (2) My Ideal School Life; and (3) Video Project. Two instruments were created to evaluate the level of Intercultural Communicative Competence (ICC): the first one was the Intercultural Communicative Competence Inventory (ICCI), adapted from the Your Objectives, Guidelines and Assessment Form (YOGA) (Fantini, 2000, 2001) to evaluate student’s awareness, attitude, skill, and knowledge levels; and the second one was a set of rubrics to evaluate students’meta-awareness level. The major findings are as follows: (1) Intercultural competence is made up of five constructs—awareness, attitude, skill, knowledge, and meta-awareness; (2) results of needs analysis confirmed the need of such curriculum, and formative evaluation on learning materials was conducted. Students and curriculum experts showed positive attitude toward this curriculum; and (3) students demonstrated significant changes in their awareness and attitude scores. The study provided explanation of the decreases of awareness and attitudes, followed limitations and recommendations for researchers and teachers include the scope and design of intercultural-learning activities and future considerations of implementative logistics.