Lee, S. (2011). Online components for advanced Chinese reading classes:Design and implementation. Journal of Technology and Chinese Language Teaching, 2(1), 1-22.
[李兆麟. (2011). 高班阅读课的网上课件：设计与应用. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 2(1), 1-22.]

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Abstract/摘要：

Many students find encouragement and satisfactions in the early stage of Chinese reading classes; however sometimes feel frustrated and disoriented in advanced levels (Hsueh, 2005; Lau, 2009; Mark & Lu, 2005). This paper discusses the empirical experience of designing and implementing a blended teaching and learning model in Advanced Chinese Reading classes in teaching Chinese as a foreign language (CFL) setting at university level in Hong Kong. The blended model combines online inputs and authentic tasks with classroom activities. Authentic tasks, using authentic or semi-authentic teaching materials, are designed based on a pragmatic framework. Action research has been done and investigates how the blended approach and the online components affect learning outcomes of the learners. The result suggests that the blended task-based approach, though does not show direct impact on character recognition, helps students increase their reading comprehension skills.

很多学生在中文阅读课初期都充满信心，但高班时却有挫败感，甚至找不到学习方向。本文定位于香港的大学层面，集中讨论在对外汉语教学中，高班阅读课混合教学法任务型网上课件的设计与应用的实际经验。混合教学法结合网上语言输入，网上任务及真实课堂任务。真实任务是用语用框架，以真实或半真实的教学材料设计而成。本文讨论在香港一个对外汉语课程中进行的一项行动研究。调查结果显示混合教学方法的网上课件对学生成绩有正面影响。研究结果显示，混合教学法的任务型网上课件虽在汉字识别上没有直接影响，却提升了学生阅读理解能力。