A Study on the Integration of Multimedia into the Mandarin Rhetoric Teaching for 6th Graders

• Main Authors: Yi-Ling Chen, 陳怡伶
• Other Authors: 江惜美
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/97283669784011687606

碩士 === 臺北市立教育大學 === 中國語文學系碩士班 === 100 === The study aims to explore the influences and effects of the integration of multimedia into the Mandarin rhetoric teaching for 6th graders. To achieve the purpose, researchers have adopted the multimedia teaching materials developed by Taipei Multimedia Resource Center along with other multimedia teaching resources such as advertisements, picture books, popular songs and kids’ songs so as to scrutinize the learning progress and effects among 6th graders in regard with multimedia rhetoric teaching, such as reiterative words, metaphors, personification, description, quotation and parallelism, just to name a few. The current study chooses 30 6th graders of some primary school as research subjects, mainly employing qualitative research methods such as observation, documentary analysis and interviewing, added by one of the quantitative research methods, feedback questionnaire. After analyzing and interpreting the collected materials, research results have been made as follows: First, Integration of multimedia into rhetoric teaching as below：1. Integration of multimedia into rhetoric teaching can increase the interest and concentration of students considerably. 2. In regard with multimedia teaching materials, interactive computer games on rhetoric teaching are more popular with pupils. 3. Multimedia of popular songs and advertising function well in rhetoric teaching for 5th and 6th graders. 4. Due to a gap of mental development, multimedia of kids’ songs doesn’t function well in rhetoric teaching for 5th and 6th graders. 5. The content of multimedia teaching materials shall take students’ life experience into account and be designed in a funny way without too much difficulty. Second, The design of teaching project for rhetoric teaching as below:1. The notions and definitions of rhetoric formats which elude students shall be clearly elaborated. 2. Rhetoric games such as “group competition” can enhance pupils’ willingness and efficiency in cooperative learning. 3. Teaching activity of “pronouncing, reading, playing and teaching” can help pupils with further understanding the functions of rhetoric formats. 4. Teachers shall provide students with a real-experience or simulation context in order to increase their rhetoric writing skills. 5. Rhetoric writing shall be first based on imitation and expansion writing, followed by added-ending writing and paraphrasing writing. Third, Learning effects as below：1. The effects of the inclusion of multimedia into rhetoric teaching lie in the aspects of feeling and cognitive learning. 2. Multimedia teaching can effectively enhance pupils’ understanding and judgment of every rhetoric format. 3. Multimedia teaching contributes to increase pupils’ skills of employing every rhetoric format in writing. 4. Pupils’ perspective in learning can thus be expanded and they can use rhetoric in daily life with the aid of multimedia teaching. 5. Pupils are thus stimulated and become more eager to learn rhetoric.