基于平板电脑的电子课本在香港英语课堂教学实施的个案研究

A Case Study of the Implementation of Tablet-Based E-Textbook in English Teaching and Learning in Hong Kong

随着科技的快速发展,基于平板电脑的电子课本以其独特的优势,被视为电子学习新的形式和体现,被越来越多地应用于课堂教学中。它的教与学效果如何?是否真正促进了课堂教学?是否真正提高了学生的学习兴趣、学习效果?这些问题有待研究。本案例来自香港教育局支持的实验计划,课程根据香港课程发展议会颁发的英文课程指南进行设计。实证研究主要采用课堂观察、问卷课查法对学生的学习方法和观感进行分析。研究发现:电子课本在电子教材设计、学生学习兴趣和动机、学生知识与技能获得、学生深层学习方法及课堂参与度等方面都起到了明显的促进作用,其在课堂教学中的应用有着良好的发展前景,有望在内容和功能上整合现有课堂中的一些电子教具,最大化地发挥优势,为新的课堂学习环境提供新的学习支持。

Along with the rapid advancement of today＇s technology, the application of tablet-based e-Textbook has been regarded as one of new e-Learning embodiments in classroom teaching and learning. Nevertheless, can tablet-based e-Textbook really enhance the effectiveness of teaching and learning？ If yes, how can it facilitate the instructional practice in classroom teaching and learning？ Further, will the adoption of tablet-based e-Textbook promote students＂ learning interest and advance their learning performance？ This case study looked into an e-Learning pilot scheme supported by Hong Kong Education Bureau for implementing tablet-based e-Textbook in teaching and learning of formal English curriculum in primary education. The course was designed on the guidelines on English courses issued by the Curriculum Development Council of Hong Kong. A mixed research approach was adopted, with a combination of questionnaire-based and observational methods. The findings showed that, with the adoption of the tablet-based e-Textbook approach in the present study, there was significant facilitation on the instructional design of e-Learning resources, as well as the students＂ learning interest and motivation, and their knowledge and skills acquisition. Apart from that, the students＂ strategy （deep learning） and classroom participation were also promoted. These positive results reveal that the tablet-based e-Textbook approach, which has a promising prospect, will further integrate existing e-Learning tools in terms of contents and functions to support educational activities in new pedagogical settings.