중국어교수자의 멀티미디어 교수매체에 대한 인식과 활용 연구
Teachers' Perceptions and Practices of Multimedia-Assisted Chinese Teaching
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The goal of this study is to examine the teacher's views on the pedagogical efficacy of multimedia technology and the practices of multimedia-assisted Chinese teaching in classroom setting. The results of the survey conducted for the present study show that the teachers of Chinese tend to think that multimedia materials need to be utilized to make classroom teaching more effective, and further reveal a statistically significant correlation between the positive perception on multimedia-assisted teaching and the actual application of multimedia materials to Chinese classroom teaching. Importantly, the teacher's changing views on teaching materials appear to reflect the reconceptualization of pedagogical methods and learner's roles in second language education. However, despite the increasing interest in multimedia-assisted teaching and the demand for the learner's autonomy in second language education, the utilization of multimedia technology for learner-oriented assessments is still found to be at the earliest stage. The findings of this study call for more discussions as to developing teacher's training programs to help develop the multimedia materials as well as teaching methods best applicable to Chinese classroom teaching.
Abstract
The goal of this study is to examine the teacher's views on the pedagogical efficacy of multimedia technology and the practices of multimedia-assisted Chinese teaching in classroom setting. The results of the survey conducted for the present study show that the teachers of Chinese tend to think that multimedia materials need to be utilized to make classroom teaching more effective, and further reveal a statistically significant correlation between the positive perception on multimedia-assisted teaching and the actual application of multimedia materials to Chinese classroom teaching. Importantly, the teacher's changing views on teaching materials appear to reflect the reconceptualization of pedagogical methods and learner's roles in second language education. However, despite the increasing interest in multimedia-assisted teaching and the demand for the learner's autonomy in second language education, the utilization of multimedia technology for learner-oriented assessments is still found to be at the earliest stage. The findings of this study call for more discussions as to developing teacher's training programs to help develop the multimedia materials as well as teaching methods best applicable to Chinese classroom teaching.
참고문헌 (33)
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