Valdebenito, M., & Chen, Y. (2019). Technology as Enabler of Learner Autonomy and Authentic Learning in Chinese Language Acquisition: A Case Study in Higher Education. Journal of Technology and Chinese Language Teaching, 10(2), 61-81.
[福迈睿, & 陈雅琳. (2019). 利用科技推动中文习得的自主性和真实性——高等教育个案研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 10(2), 61-81.]

Full paper

Abstract/摘要：

Based on the Constructivist approach, meaningful learning only occurs when learners have agency to construct meaning through social interactions. The ability to self-direct, communicate, collaborate, and transfer learning to real-life situations are crucial skills for the 21st century. These skills allow new generations to adapt to this new information era in any field and/or disciplines they pursue; foreign language acquisition is not an exception. In this article, the authors argue that language learning can help learners cultivate such abilities with the aid of a holistic curriculum design and the effective use of technology. The authors also explore how using tools, such as Google MyMaps, WordPress, and Adobe Spark, in a semester-long “Food Project” may promote learner autonomy and authentic learning, as well as improve the acquisition of 21st century skills. Technology-based curricular strategies, work progression, and student feedback are presented in the article. Through qualitative analysis, the authors conclude that by focusing on authentic learning and learner autonomy using instructional scaffolding students can enhance linguistic literacy, create a sense of ownership, sharpen cultural awareness, transform interdisciplinary skills, and establish a supportive learning community in the process.

建构主义学派认为，学习是学习者透过社会文化互动，将知识经验内化并从中建构意义的过程。在二十一世纪的信息时代中，自主学习、沟通合作、知识迁移和转化都是在各个领域中不可或缺的素养。作者认为，这些技能不但在语言学习中扮演重要角色，另一方面，完善的课程设计和有效的科技应用亦能加强这些能力的培养。本文介绍如何将“食物与文化”的课程设计与科技媒体相互搭配，以提高中文学习过程中的自主性和真实性。透过质性分析，从学生的表现和反馈中可以看出，支架式教学设计以及多媒体工具的辅助能有效提升学生的语言能力，提高学生的学习自主权和文化敏感度，并提升跨领域和知识转移的能力，同时在学习过程中建立起相互支持的学习社群。