动画教学与传统教学的教学效果差异研究——以-中文教学现代化学报.pdfVIP

中文教学现代化学报 The Journal of Modernization of Chinese Language Education JMCLE 动画教学与传统教学的教学效果差异研究 ——以“V 着”存现句为例 黄亚武 中山纪念中学广东中山 528454 yawuhuang@163.com 摘要：本文首先从教学效果与教学方式之间的关系，说明教学效果的衡量方法及其依据。其次，从多个角度对动画 教学和传统教学两种教学方式教授留学生“V 着”存现句的测试总成绩进行对比性描述，并通过两个独立样本非参 数检验，得出了两种教学方式下测试总成绩呈现显著性差异的结果。最后，运用建构主义理论和多媒体学习生成理 论，对统计结果进行详细的归因性分析，论证了动画教学方式对教学效果的促进作用。 关键词：“V 着”存现句；动画教学；教学效果；传统教学方式 Research on Teaching Effect Differences between Animation Teaching and Traditional Teaching—Take the “V Zhe” Existential Sentence for Example Huang Yawu Abstract: Firstly, from the perspective of the relationship between teaching effects and teaching methods, this paper illustrates the measurement of the teaching effects and its foundation. Then, from multiple dimensions, we conduct a comparative description of the foreign students’ test score on V Zhe existential sentences under two different teaching methods, and conclude that the test scores under two kinds of teaching methods are significantly different through two independent samples nonparametric tests. Finally, we apply the theory of constructivism learning theory and a generative theory of multimedia learning (GTML) to give a detailed attribution analysis of the statistical results, and to demonstrate that it is helpful to use cartoons teaching for improving the teaching effects. Key words: the “V Zhe” existential sentence; teaching with cartoons; teaching effects; traditional teaching methods 1 教学效果的衡量方法及其依据 教学效果研究实际上是从微观层面对教学进行评价。杨翼（2008）指出：“汉语教学活动的成 果性指标反映评价对象的水平和质量，与评价对象所要达到的目标密切相关。它一般指成绩、效 果等。成果性指标是汉语教学评价指标体系中的核心部分，是评价对象本质特征的反映。”可见， 教学效果研究是对教学活动成果最重要的评价方式，而测试成绩是教学效果最直接的体现。 教学方式属于教学活动的条件性指标。杨翼（2008）还提出：“条件性指标是实现汉语教学目 标的基础，汉语教学目标需要一定的条件加以保证。但它在汉语教学评价体系中属于一般性指标。 因为汉语教学的条件虽然好，但活动过程或状态不一定就好，汉语教学的成果