10.3966/181653382018031301005

Abstract

數位技術推動了外語讀寫教育發展，學習者的數位讀寫能力已成為二十一世紀公民必備技能之一。依據設計學習理論及數位讀寫理論，本研究從課程目標、教學法和評估標準層面構建了外語數位讀寫教學模式，並經由深度訪談對外語教師和第二語言學習者進行課程需求分析。本研究認為：一、當前數位讀寫任務設計的難點 在於課程整合問題。數位讀寫課程設置應打通課內及課外兩類資源，充分體現語言文化學習和數位資源使用的有機結合，引導學習者經由融合、互動和多模態進行自主學習和合作學習，最終實現課程資源優化配置；二、課堂教學需依託數位語境開展實踐活動，教師經由明確化指導和批判式教學，鼓勵學習者將新的知識遷移至數 位語境，發揮多媒體的促學效果；三、數位讀寫績效評估應同時兼顧語言目標、訊息目標、技術目標和關係目標的達成情況。 Recent advance in digital technology has promoted the development of digital literacy education in foreign languages; learners’ digital literacy has become one of the essential skills of citizens in the 21st century. Based on the theory of learning by design and digital literacies theory, this study attempts to construct the digital literacies teaching model from the curriculum, instruction and evaluation aspects. It is argued that the difficulty of current digital literacies task design lies on how to handle curriculum integration. Digital literacies courses should make use of digital resources available inside and outside the classroom contexts with reference to the unique features of language and culture. Through curriculum integration, interaction and multi-modal self-learning and cooperative learning, digital resources can be fully utilized. Moreover, classroom teaching should involve digital resources to enhance the language context. With explicit instruction and guidance, teachers should encourage learners to transfer their learning to the digital context. Lastly, evaluators should take into account the achievement of language objectives related to language, information and technology.

Keywords

• 教學模式
• 需求分析
• 課程
• 數位讀寫能力
• Keywords: teaching model
• needs analysis
• curriculum
• digital literacies