賞識思維及可視化思維歷程活動融入線上華人文化課程--以美國羅德島ACN高中線上課程為主

Abstract

本研究旨在研究以哈佛大學教育研究院提出之「零點計畫」（Project Zero）之賞識思維及可視化思維歷程活動結合多模態學習資源設計之線上華人文化課程。課程主題包括飲食文化、節慶文化、藝術文化；每堂課透過不同的本土藝術作品做為暖身活動引入課程，再透過可視化思維歷程活動讓學生練習反思文化課程內容、連結自身經驗並將想法呈現於歷程活動中。本研究根據ADDIE模型設計與發展線上華人文化課程，分析學習者背景與學習目標、設計課程內容、發展課程教材、實際教授課程並透過美國審查委員之口頭與書面回饋意見與學生之問卷回饋評鑑並優化課程內容。本研究自文獻回顧與教學實施後發現以下結論：第一點，多模態學習資源能提升學生之學習成效亦能提高學習者之專注度；第二點，透過本土藝術作品作為暖身活動引入課程能引起學生的學習動機並使學生仔細觀察畫作中的內容以搭建文化知識的橋樑；第三點，可視化思維歷程活動能使學生連結自身經驗並反思課程內容，但是需要教師協助或舉例亦需多次練習，方能達到更好的學習成效。

This study aims to investigate the design of an online Chinese culture course by integrating the “Artful Thinking” and “Thinking Routines” activities from “Project Zero” proposed by Harvard Graduate School of Education with multimodality. The course themes include Food Culture, Festival Culture, and Art Culture. Each class introduces the course through different local artworks as a warm-up activity and then uses “Thinking Routines” to allow students to practice reflecting on the cultural course content, connecting their experiences, and presenting their ideas in activities.The research utilizes the ADDIE model to design and develop the online Chinese Cultural course. The researcher analyzes the learners' backgrounds and learning objectives, designs course content, develops teaching materials, teaches the course, and collects oral and written feedback from American reviewers and student questionnaires to evaluate and optimize the course content. The study reveals three findings: First, “Multimodal Learning Resources” can enhance students’ learning effectiveness and increase learners’ concentration. Secondly, introducing the course through local artworks as a warm-up activity can stimulate students’ learning motivation and encourage careful observation of the contents in the paintings to build a bridge of cultural knowledge. Last, “Thinking Routines” enable students to connect their experiences and reflect on the course content. However, teacher assistance, examples, and practice are needed for better learning outcomes.