暑期學校 CLASIC 2019

暑期學校 CLASIC 2019

2019暑期學校 CLASIC

課程介紹

2019/6/25 星期二TUE
Smart Reading 適性閱讀

適性閱讀,開創智慧閱讀新世代

Smart Reading
主講者 / 宋曜廷教授
Speaker / Yao-Ting Sung
課程簡介
閱讀能力已成為各國重視的能力之一。面對不同能力的學生,我們該如何做到因材施教呢?眾多的資源中,我們又該如何挑選最適合的學習教材呢?「SmartReading慧讀‧會讀」透過全球最精確適性測驗評估診斷學生的閱讀能力,並透過書籍難度分析技術,提供多元化書籍之智慧推薦。利用系統化記錄,建立獨一無二之閱讀計畫,也透過自動化摘要技術,初步協助教師瞭解學生閱讀表現狀況。本系統不僅僅協助學生系統化培養提升閱讀素養,也協助解決教師在閱讀教學上之負擔。此外,系統與國際教育同步接軌,結合IB國際文憑六大主題、十六大概念,及十大核心目標,培養學生反思能力以達到跨領域、跨學科主題式教學目標。學生可培養了解學習主題相關的真實文本能力,以此建立學習者的閱讀深度與廣度,達成學生自主閱讀能力進而培養出具有責任心的終身閱讀學習者的目標。

Reading ability has become one of the capabilities that countries value. How can we teach students in accordance with their aptitude? How should we choose the most suitable learning materials among the numerous resources?「SmartReading」to assess and diagnose the reading ability of students through the world's most accurate tests, to provide intelligent recommendation of multiple books through the technology of book difficulty analysis, to use systematic records into the establishment of a unique reading plan, and to initially assist teachers to understand the reading performance of students through automated summary technology. The platform not only helps students improve reading literacy systematically, but also helps teachers reduce the burden of teaching.In addition, the system is in sync with international education, connected with IB are combined with six themes, 16 concepts and 10 goals, so as to develop students’ reflective ability and to achieve the goal of interdisciplinary.Students can develop the ability to understand the real text related to the theme, so as to establish the depth and breadth of reading to achieve the goal of independent reading and cultivate lifelong responsible reading learners.
華語文全字詞教學平台

鍵接圖,讓漢字好看、好記又好學

Learning Chinese Characters with Drawings.
主講者 / 張瓅勻助理教授、陳學志教授
Speaker / Li-Yun Chang, Hsueh-Chih Chen
課程簡介
華語非母語的學生普遍覺得「漢字如天書」,本課程針對此難點,提出鍵接圖(key-image method)創新教學法,搭配《我也繪漢字》教材,展現多元教具和具體教案,讓華語漢字詞教與學有趣又有效。課程亮點如下:
形義全(拳),解決漢字識寫難點:鍵接圖結合學習理論和創新教學法,讓學習者透過看關「鍵」圖,同時連「接」起字形與字義,如「足」字鍵接圖本身像字形,也同時表字義。
語義場,擴展字詞使用情境:《我也繪漢字》全套兩冊,每冊包含「漢字知識」、「漢字鍵接圖」、「總複習」三大部分,幫助學習者系統式建構漢字學習基礎。總共有12個與生活相關的主題,從中可有效率習得308個常見漢字及317個重要語詞。
結合科技與多元活動,涵蓋完整語文層次:運用科技輔助,課程將介紹兩系統:(1)「短文析字部件拆解系統」,教師從文本中選出值得優先學習的部件、字、詞,以及(2)「華語文全字詞教學平台(eMPOWER)」,該系統整合本文與鍵接圖,可同時鞏固學習者漢字基礎,並且強化詞彙、短語和句子的運用。再者,本教材搭配多元活動(UNO敲字、翻字卡),提升漢字的教與學。

Learning Chinese characters could be intimidating for most CSL/CFL learners. To make character learning easier, this program offers an innovative, creative, and effective method incorporating the key-image method and various interesting teaching aids. Highlights of this program include:
Accessible learning methods: Key-image method makes Chinese character learning more accessible by the use of techniques based on the theories of learning and memory. This program combines learning theories with innovative teaching methods, allowing learners to look at a key-image and simultaneously connect the form and meaning of the Chinese character. For example, the "足 (meaning: foots)" key-image itself looks like a glyph and, at the same time, the meaning of the character.
Systematic learning process: Learning Chinese Characters with Drawings has two volumes and each includes three parts: (1) Knowledge About Chinese Characters, (2) Chinese Characters Key-image Pictures and (3) Review Activities. Twelve real-life topics help learners to acquire 308 most common Chinese characters and 317 important words.
Innovative technology supports: This program will introduce two systems: (1)“Chinese Radicals Disassembly System,” from which teachers could select the radicals, characters, and words that are worthy of priority learning from the text and (2)"eMPOWER platform,” which provides learners with more effective ways to build up the knowledge of Chinese characters and to reinforce the mastery of words, phrases, as well as sentences. Moreover, with the many creative activities, this program aims to improve Chinese teaching and learning.
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主題式閱讀教學在國際學校之成效

The Effects of Thematic Teaching Mode in IB School
講師 / 義大國際高中 李志成校長、義大國際高中教師群
Speaker / Jechen Lee
課程簡介
跳脫傳統教學模式,使用主題式教學。促進學生深層思考及核心價值之培養。主題式教學可藉由多文本間比較,讓學生更能瞭解同一主題,不同觀點之深層意涵。跳脫傳統靜態填鴨式學習,採取小組討論課程進行,也可以透過同儕間相互討論及教師引導回饋,並使用科技融合教學,促進反思及整合的能力。
教學模式搭配系統適性化測驗及書籍推薦,讓學生能夠更有效率的進行閱讀及學習。不僅僅是提升學生閱讀動機,也可以透過智慧閱讀之模式有效培養學生之能力素養提升。

Teachers think outside the box, and use thematic teaching mode in IB school. It can help students understanding different perception in the same theme by comparing with contents. Thematic teaching is different from traditional spoon-feeding education. In this way, teachers let their students have discussions in class, and give them feedback in good time. They use technology integrated into thematic teaching to support their students to improve their reflective ability and Integrated ability. Thematic teaching with Chinese computerized adaptive test and recommended books lets students read and learn efficiently. It not only helps students improve motivation of reading, but also helps students improve reading literacy by smart reading.
2019/6/26 星期三WEN
華語文寫作自動評分與回饋

寫作自動評估與回饋有效提升教學質量

Automated Essay Evaluation and Feedback Improves Teaching Quality and Efficiency
主講者 / 張道行副教授
Speaker / Tao-Hsing Chang
課程簡介
語言教學的「聽、說、讀、寫」四大能力中,不論在研究或教學實務上,普遍認為寫作是最難掌握與最需要訓練的一項。華語學習者在寫作上對於篇章撰寫、結構編排、句子銜接、詞語結合,以及詞彙選擇,常有無法順利掌握的現象;因此教師在教學上,也需花費許多時間逐一修正學習者的詞彙、語法、結構,的確曠時費力。近年來,資訊科技的輔助為傳統教學提出了新穎的角度,也提供以真實文本為基礎的教學參考。本課程將說明如何運用『華語文寫作自動評估與回饋系統AES-Han』於華語文寫作教學課堂之中,提供不受時空限制的便利練習平台;在學習方面,即時修正與回饋能有效增進華語文學習者的寫作能力;在教學方面,課前、課中、課後的輔助管理功能,亦能提升教學者的整體教學品質。本課程將透過兩個可實際應用於第一線教學的教案,一步步帶領學員深度理解如何在教學上使用這個系統,體會系統如何激發從初級到高級程度的學生學習動機與潛能,提升教學成效。

“Writing” is considered to be the most difficult language skill among the four fundamental skills—listening, speaking, reading and writing—, and it always takes the most training and practicing to master the skill of writing. CSL learners have difficulties in word selection, collocation, sentence cohesion, structure organization and paragraph composition. Teachers, in turn, need to spend much time to review their students’ vocabulary, grammar, and writing structure. Recently, information technology has contributed much to language teaching. Technology and Corpus-based studies provide convenient tools and referential texts for classes on the spot. In light of this, we develop Automated Essay Scoring for Han (AES-Han), which is an online writing platform with instant feedback and class management.
In this course it will be presented how AES-Han can be applied to CSL writing class to provide an easy writing environment without any limitation of space and time. In one hand, AES-Han provides instant feedback, including essay evaluation and error correction, that enhance learners’ writing ability. In another hand, its functions of student essay management and portfolio can improve instructors’ teaching efficiency.
In this section, we will illustrate a teaching plan linking up with AES-Han in actual classroom. With the step-by-step demonstration, you will realize how the system promotes the motivation and potential of all-level learners, which would in turn increase the teaching efficiency and quality.
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寫作自動偵測與回饋在課堂教學的實質效益

The Effects of Implementing AES-Han/AES-Han Aid in the Classroom
講師 / 開南大學應用華語學系 陳燕秋助理教授、國立成功大學中國文學系 邱詩雯助理教授
Speaker / Yen Chiu Chen, Shih Wen Chiu
課程簡介
結合寫作自動偵測與回饋於華語文課堂教學,為教師及學生帶來了雙贏的結果,我們邀請了兩位分別使用AES-Han和AES-Han Aid於課堂教學,並進行教學實驗的教師來分享他們的使用經驗。
陳燕秋老師使用AES-Han在她的寫作和會話課堂中,發現AES-Han有助於學生作文長度和質量的提升,提供的即時修正與回饋功能也鼓勵同學,培養較為自動自發的訂正習慣。更特別的是,在會話課的使用經驗,讓陳老師發現寫作對於口語表達的幫助非常大;AES-Han可以協助同學在上台發表前,先將演講稿寫下來並不斷修正,不受時間限制的寫作,也不須占用許多寶貴的課堂時間,大大提升教學效益。
邱詩雯老師是使用AES-Han Aid在她的初級華語班中,班上學生普遍有寫自傳申請學校的需求,但是以他們的寫作能力是需要很多協助才能完成的。邱老師的方式是將自傳分段成一個一個篇章,藉由每個段落的主題,設計引導式問句,讓AES-Han Aid系統成為小助教,一步步帶領學生從句子、段落、篇章,構築成一篇結構井然的自傳。

Applying AES-Han to CSL classroom has brought a win-win situation for both teachers and students. Two teachers will present in this section to share their experience of using AES-Han/AES-Han Aid in their class empirically and experimentally.
Teacher Chen uses AES-Han in both of her writing and conversation classes and found that AES-Han has virtual improvement on students’ essay length and quality. In addition, instant feedback and suggestions get students used to revise and correct their essay on their own initiative. What’s more, teacher Chen observed that making draft before speech benefits a lot to the oral presentation. AES-Han plays the role of assisting students’ repeated speech draft revision in advance of onstage presentation. Students can write on AES-Han at any time and place before the class and focus on their presentation on class, making my course more efficient.
Teacher Chiu uses AES-Han Aid on her elementary Chinese class. Students in her class have the need of autobiography writing for applying college. However, it is really difficult and needs much assistance for them concerning their writing ability. Teacher Chiu’s teaching plan is to decompose an autobiography into paragraphs of different topics. And then she designs guided questions on AES-Han to lead the students complete each paragraph from single response sentences to a coherent paragraph. Each paragraph then forms a tightly-structural autobiography. AES-Han, in this case, is used as a teaching assistant, helping students with their writing structure and teachers with their on-to-one instruction.
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有效詞彙學習eMPOWER教學平台

eMPOWER: The Integrated Platform for Learning Chinese Characters and Words
講師 / 國立臺灣師範大學 洪嘉馡副教授
Speaker / Jia-Fei Hong
課程簡介
華語文教師在第一線教學需要考慮到許多因素,如:教學環境、學習者程度差異等,且依照學習者需求進行調整,編制出一套合適且適應當地的華語文教材。因此,e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER)華語文全字詞教學平臺,即是最佳的解決工具。eMPOWER是一個結合心理學、資訊科技和語言學等跨領域理論所建置而成的教學平臺;同時,也結合了最新的語音辨識技術及手寫診斷辨識系統(A Chinese character handwriting diagnosis and remedial instruction, CHDRI)。華語文教師可透過提供的數位教材編輯模組(Authoring Tool),滿足教學端編輯教材及學習追蹤等功能的需求,亦提供學習端選課、上課等功能,同時,具有字詞的聽、說、讀、寫全方位的語言能力學習,是一個量身訂作、便利的教學平臺。

There are a number of factors that frontline Chinese language teachers need to consider about, for example, teaching environment, achievement differences of learning and so on. In addition, the teachers have to adjust their teaching materials to meet the learners’ needs in the area. In light of this, e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER), which provides teachers for editing appropriate Chinese materials with different needs, is the best platform to solve this situation. eMPOWER, developed by NTNU, provides teachers for editing materials. It combines psychology, computer education, linguistics and so on. Besides, it includes the Automatic Speech Recognition (ASR) and a Chinese character handwriting diagnosis and remedial instruction (CHDRI). This study anticipates that eMPOWER can offer CSL/CFL teachers and editors to be engaged in completing their teaching materials online. At the same time, it helps learners develop four fundamental abilities, listening, speaking, reading, and writing, simultaneously. In addition, it can make learning more efficiently without restricting by the environment and space, thus enhancing learners’ learning effectiveness.
2019/6/27 星期四THU
語料庫

語料庫的力量:大數據分析與華語教學

The Power of Corpora—Using Big Corpora in Chinese Teaching
主講者 / 陳浩然教授
Speaker / Hao-Jan Howard Chen
課程簡介
在大數據潮流的時代,運用匯集大量真實語料的語料庫於語言教學之中,已是不可擋的趨勢。為幫助華語教師了解大型華語語料庫的運用,並進而活用分析後的各式資訊於華語教學及研究之中,本課程將分為以下兩部分:

  • 華語語料庫概論:介紹現有的各式華語語料庫,包含巨量的華語書面語料庫、口語語料庫、學習者語料庫及各式專業語料庫(如:科技華話、商務華語、學術華語等),並闡述各式語料庫如何運用在華語教學、華語教材與字典編撰、二語研究等不同面向。
  • 華語語料庫實作:向現場教師介紹語料庫的檢索方法,並說明如何根據不同教學需求與目標而產出各式詞表(如:詞彙表、搭配詞表、多字詞表、關鍵詞表等),作為教學與研究使用之資料。

In the era of big data, there has been an increasing use of corpora in language teaching and learning. To encourage language teachers to use Chinese corpora in teaching and research, this course includes the following two sections:

  • Introduction to Chinese Corpora: In the first section, we will introduce different types of Chinese corpora, such as written corpora, spoken corpora, learner corpora, and corpora for specific purpose(s). We will then explain how these corpora are employed in Chinese teaching and learning, the compilation of teaching materials and/or dictionaries, and second language research.
  • Demonstration of the Use of Chinese Corpora: In the second section, we will demonstration how to use these corpora to generate different teaching resources, such as wordlists, collocation lists, lexical bundles, and keywords, to enrich Chinese teaching resources.
語料庫

語料庫知多少?—運用語法與偏誤語料庫於華語教學

What is Corpora? –Using Grammar Bank and Learner Corpora in Chinese teaching
主講者 / 洪嘉馡副教授
Speaker / Jia-Fei Hong
課程簡介
本課程將介紹兩個學習者真實華語語料庫—語料庫查詢系統及句法庫系統,作為教師教材設計及課程準備之資源,讓教學材料更真實豐富、課程內容更多元生動。實作部分將結合《當代中文課程》內容,實際讓老師們操作語料庫、句法庫的查詢功能以及教學配合使用的方法。

In this section, we will introduce two Chinese learner corpora - Chinese Writing Query System (語料庫查詢系統) and Grammar bank(華語語法庫). These two corpora, as recourses for teaching materials design and course preparation, provide Chinese teacher with concrete basis to design more abundant materials and more diverse content. Moreover, we will demonstrate how to use the two corpora in Chinese teaching with "A Course in Contemporary Chinese" as an example and teach participants to operate the corpora.
2019/6/28 星期五FRI
適性閱讀

3D 創建與語言學習活動設計       
     

3D Construction and Learning Activity Design
主講者 / 籃玉如教授
Speaker / Yu-Ju Lan
課程簡介
「Omni-immersion vision」(OIV)是以Unity 開發的3D虛擬實境創作工具。就以九歲以上的使用者而言,在未具程式編寫語言及3D建模先備知識的情況下,他們可以通過OIV創建及移動在虛擬實境創作的3D物件。透過OIV的簡易內建功能,使用者可以隨心所欲建置一個能讓他們在沉浸式的學習情境進行語言學習。

“Omni-immersion vision” (OIV) is a 3D authoring tool in a virtual environment developed through Unity. With OIV, users aged 9 and above can easily build and move 3D objects with several clicks without prior knowledge of any programming language or 3D modeling. With these features, users are allowed to construct any virtual environments based on their needs and interests to help them learn a language through immersion.
適性閱讀

電腦輔助發音訓練,開創語言學習新世代

Smart Pinyin
主講者 / 陳柏琳教授
Speaker / Berlin Chen
課程簡介
全球化的加速已促使外語能力的精熟成為各種學習與商業活動等的不可或缺的需求。面對如此普遍的外語學習浪潮,電腦輔助發音訓練被視為是相當具吸引力的語言學習輔助方式或替代教師面授的自學工具。一般而言,電腦輔助發音訓練設法偵測與診斷第二語言學習者根據提示所講出語句中的發音錯誤,因此能透過自動引導的方式來增進第二語言學習者的口說精熟程度。
首先,在本課程的前半部我們將說明基於自動語音辨識科技之電腦輔助發音訓練基礎原理和發展;尤其是近期在人工智慧和深度學習長足進展下,自動語音辨識科技是如何被推廣與應用到電腦輔助發音訓練系統的建置。其次,在本課程的後半部我們將介紹「SmartPinyin」系統以及運用它的各項功能來達成自動錯誤發音偵測與診斷。

The acceleration of globalization has been calling for the demand of foreign language proficiency. In face of such a surge of worldwide interest in learning foreign languages, computer assisted pronunciation training (CAPT) is emerging as an attractive supplement or surrogate to the instructions of human teachers. CAPT in general manages to pinpoint and diagnose erroneous pronunciations in the utterances of second-language (L2) learners in response to given text prompts, so as to improve their spoken proficiency in a self-directed manner.
In the first part of this lecture, we will present the basics and developments of CAPT systems leveraging automatic speech recognition (ASR) technologies. In particular, how the recent significant progress in artificial intelligence (AI) and deep learning fosters the growing applications of ASR technologies in CAPT will be also illustrated. In the second part of this lecture, we will introduce the " SmartPinyin " system and how to take full advantage of its functionality to facilitate automatic mispronunciation detection and diagnosis.

報名資訊


報名資格

華語文相關科系大學教師、中小學華語教師、國際學校華語教師、華語文相關科系碩博士生、對海外華語教學有興趣之人士。

報名費用

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含書籍費、多項華語教學平台使用費、會議期間餐費等。
團報/學生優惠:
2人同行 9 折(10% off)
3人同行 85 折(15% off)
4人(含)以上同行 8 折(20% off)
學生半價(50% off)

報名方式

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聯絡方式

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