投影片 1 - 2019ceti.files.wordpress.com ·...
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教多媒體主修生英文Teaching English to Multimedia Design Majors
温瀅雅 Yvonne Ying-Ya Wen國立虎尾科技大學應用外語系講師、臺北市立大學教育所博士候選人
Lecturer in the Department of Applied Foreign Languages of National Formosa University
also a PhD Candidate in the Department of Education of the University of Taipei
摘要主修多媒體設計的學生知識背景有別於一般生,著重於藝術、
美學和多媒體應用等等,教材與教法自然不能一成不變。有鑒於研究者所任職學校的多媒體二技生歷來給英文教師評價極低,研究者於2015年九月至2016年一月教設計多媒體系二技一的同學英文時,特別挖空心思準備教材,配合多媒體設計系學生的特性來準備教材、設計教法,融入了多元技巧的策略,從四個方面著手:一、教材設計;二、會話活動設計;三、測驗考試命題;四、小組作業。學期近尾聲時,研究者邀請了14位同學接受半結構式訪談[原班27人],除一位同學表示不明白為什麼要有那麼多的作業以外,其餘受訪同學回應都全部很正面,這一位同學卻也同時表示老師準備的字彙投影片有英英解釋,對他來說是新的學習方式。研究者所得到的教學評量成績和書面意見皆為正面回應,得分4.33(滿分5分),有一位同學說:「老師本身沒有問題,是我自己討厭英文.........」海報陳列教材示意圖以及教師所製作的講義檔、作業說明示範檔樣張。
關鍵字:英語教學、教材與教法、多媒體設計主修生
AbstractThe knowledge background of multimedia design majors is
different from others, for it involves arts, esthetics, multimedia
application, etc. Therefore, the way teachers teaching English to them
cannot be the same as to others. Since the multimedia design majors in
the university for which the researcher works are infamous for the low
scores they gave to their English teachers, from Sept., 2015 to Jan., 2016,
the researcher took special time and efforts to design teaching materials
and methods especially for them. Integrated skills are incorporated into
their curriculum in four ways. Firstly, the teaching materials are prepared
with as many pictures as possible. Secondly, three conversation
worksheets are designed to practice English speaking in conversations
among themselves. Thirdly, examinations and quizzes are prepared with
pictures. Fourthly, special group assignments are designed for these
multimedia design majors. At the end of the semester, 14 students in the
class of 27 accept the invitation by the researcher to receive semi-
structures interviews. All the responses are positive except for one who
says that he does not know why there are so many assignments. Yet the
very same student also finds the PowerPoint slides of vocabulary with
English-English explanations new to him. Eventually, the researcher gets
from their teacher evaluation a score of 4.33 points in a 5-point scale. All
(100%) of the students recognize the researcher to be a particularly
excellent teacher. One of them writes down: “The problem is not with
the teacher but with me” as a comment. During the Poster Sessions in
this Conference, pictures of the researcher’s teaching materials will be
shown. Students’ works as well as the researchers’ file pages will also be
displayed.
Keywords: Teaching English, teaching materials and methods,
multimedia design majors
研究者於2015年九月至2016年六月教多媒體設計系二技一的同學英文時,特別挖空心思準備教材,融入了多元技巧的策略,從四個方面著手:
一、教材設計:準備課程教學投影片的時候,每個單字至少搭配一幅圖畫,內容盡量搭配圖片幫助同學透過圖像學習。
二、會話活動設計:設計三組會話活動作業單,幫助同學開口說英語;
三、測驗考試命題:1.平時測驗時加入圖像為測驗題的一部分便於作答;
2.期中、期末考試聽力部分以看圖排順序的方式作答、期中考另有配合題,使用圖像讓學生選填代碼、搭配詞組;
3.期中口試讓學生以圖文並茂的方式,製作海報、每個人用英語介紹自己的嗜好與專長;
四、小組作業:1. 期中考前小組作業各組以海報、用英文介紹虛擬公司網站所要販售的商品、或想要提供的服務;
2. 期中考後小組作業請同學製作投影片,以英語口頭報介紹所提供服務或商品的價格;
4. 期末動畫製作也是小組作業,請同學使用研究者開學時所提供的迷你樂高人偶已停格動畫製作影片、撰寫劇情對話、以英文配音,講述一個完整的故事。
學期末研究者邀請了14位同學接受半結構式訪談[原班27人],除一位同學表示不明白為什麼要有那麼多的作業以外,其餘受訪同學回應都全部很正面,這一位同學卻也同時表示老師準備的字彙投影片有英英解釋,對他來說是新的學習方式。研究者所得到的教學評量成績和書面意見皆為正面回應,得分4.33(滿分5分),有一位同學說:「老師本身沒有問題,是我自己討厭英文.........」
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