數位e筆融入書法教學實踐

Integrating the use of the digital e-Pen into Chinese calligraphy pedagogical practices

絲凱郁(Szu, Kai-Yu)；張介英(Chang Chieh-Ying)

書法教學 ； 數位e筆 ； 書法數位化 ； calligraphy pedagogy ； digital e-Pen ； calligraphy digitization

北市大語文學報

27期（2022 / 12 / 01）

51 - 67

繁體中文;英文

今日的學習環境已經大量運用數位科技與網路輔助教學，但傳統書法教學仍受到空間與時間的限制，所以藉由數位科技來改善傳統書法教學的問題，將書法教材與教法和數位科技結合，讓學習書法所需的時間、過程簡化，使得學習者能更加主動、深入認知。本研究以19位小學三年級學生為對象，使用數位e筆整合書法教學與數位學習，製作數位e筆書法教材並搭配其他多媒體進行一學期的數位化書法課程。數位e筆融入書法教學實踐藉由教學中觀察、訪談，教學後問卷調查，結果顯示：（1）使用數位e筆上課對學習書法更有幫助。（2）使用數位e筆上課可以和同學產生更多互動。（3）使用數位e筆的學習方式更理解書法。（4）使用數位e筆上課書法教材不枯燥而有變化。本研究透過數位化教學策略藉以提昇學習者學習書法動機與能力，呈現學習者的學習反應與成效，並協助教學者檢視自我教學成效。

Despite the extensive use of digital technology and online teaching in the modern learning environment, the space and time available for conventional calligraphy instruction have remained extremely limited. As a result, the overarching research objective of the present study is to address such limitations accompanying traditional calligraphy teaching by fusing calligraphy pedagogical resources with instructional strategies and digital technologies. We contend that doing so can potentially shorten the time and steps involved in learning Chinese calligraphy, allowing students to engage in more active and in-depth cognitive processes. Using digital e-Pen calligraphy teaching materials in combination with additional multimedia resources, our study recruited a total of nineteen elementary school third-graders who with informed consent participated in a one-semester digital calligraphy course that has integrated calligraphy teaching and digital learning. To assess the effectiveness of our program with the integration of digital e-Pen into calligraphy teaching practice, such research methods as mid-teaching observations, mid-teaching interviews, and a post-teaching questionnaire were used. We report our results that have shown that (1) for calligraphy learning, utilizing the digital e-Pen in class proved more beneficial, compared with traditional in-and-brush method; (2) using the digital e-Pen in class increased student interactions; (3) digital e-Pen users were more willing to take calligraphy lessons; and (4) the application of the digital e-Pen in the calligraphy lessons aroused interest and yielded positive teaching outcomes. Or study has therefore demonstrated that the digital e-Pen pedagogy can effectively enhance students' motivation and abilities to learn calligraphy; showcase students' learning responses and outcomes; and assist calligraphy teachers in evaluating the effectiveness their instructions.

1. (1994).Language, literacy and learning in educational practice.Clevedon:Multilingual Matters.
2. (1976).Piaget and his school.Springer.
3. Azizah, S. N.,Nandiyanto, A. B. D.,Wulandary, V.,Irawan, A. R.(2022).Implementation of video learning media in Islamic Religious Education subjects for Elementary School Students.Indonesian Journal of Multidiciplinary Research,2(1),91-96.
4. Bigum, C.,Alvermann, D. E.,Knobel, M.,Lankshear, C.,Peters, M. A.(2002).Adolescents and literacies in a digital world.Peter Lang.
5. Ginzburg, E.,Chepya, P.,Demers, D.(2010).The digital learning faculty certificate program.International Journal on E-Learning,9(3),313-324.
6. Hoyek, N.,Collet, C.,Di Rienzo, F.,De Almeida, M.,Guillot, A.(2014).Effectiveness of three‐dimensional digital animation in teaching human anatomy in an authentic classroom context.Anatomical sciences education,7(6),430-437.
7. Jou, Y.-A. E.(2008).San Diego,Alliant International University.
8. Kohler, R.(2014).Jean Piaget.Bloomsbury Publishing.
9. Lai, H.-J.(2010).Secondary school teachers' perceptions of interactive whiteboard training workshops: A case study from Taiwan.Australasian journal of educational technology,26(4)
10. Lenzerini, F.(2011).Intangible cultural heritage: The living culture of peoples.European Journal of International Law,22(1),101-120.
11. Lynch, C.(2001).The battle to define the future of the book in the digital world.First monday
12. Montangero, J.,Maurice-Naville, D.(2013).Piaget or the advance of knowledge: An overview and glossary.
13. Rieber, R. W.,Robinson, D. K.(2013).The essential Vygotsky.Springer Science & Business Media.
14. Smeda, N.,Dakich, E.,Sharda, N.(2014).The effectiveness of digital storytelling in the classrooms: a comprehensive study.Smart Learning Environments,1(1),1-21.
15. Thornton, P.,Houser, C.(2001).Learning on the move: Vocabulary study via email and mobile phone SMS.EdMedia+ Innovate Learning
16. Ugwuanyi, C. S.,Okeke, C. I.,Nnamani, P. A.,Obochi, E. C.,Obasi, C. C.(2020).Relative effect of animated and non-animated powerpoint presentations on physics students’ achievement.Cypriot Journal of Educational Sciences,15(2),282-291.
17. Vygotsky, L. S.(2012).The collected works of LS Vygotsky: Scientific legacy.Springer Science & Business Media.
18. Yang, F.-Y.,Chang, C.-Y.,Chien, W.-R.,Chien, Y.-T.,Tseng, Y.-H.(2013).Tracking learners' visual attention during a multimedia presentation in a real classroom.Computers & Education,62,208-220.
19. Zahn, C.,Hesse, F.,Finke, M.,Pea, R.,Mills, M.,Rosen, J.(2017).Advanced digital video technologies to support collaborative learning in school education and beyond.Computer Supported Collaborative Learning 2005: The Next 10 Years!
20. 王全世(2000)。資訊科技融入教學之意義與內涵。資訊與教育，80，23-31。
21. 林達森(2002)。合作學習在九年一貫課程的應用。教育研究資訊，10(2)，87-103。
22. 施文玲(2007)。以學習理論爲基礎的數位化教學策略。生活科技教育，40(2)，30-41。
23. 徐新逸,吳佩謹(2002)。資訊融入教學的現代意義與具體作為。教學科技與媒體，59，63-73。
24. 教育部：《十二年國民基本教育課程綱要‧國語文》，臺北：教育部，2018 年。
25. 淡江大學書法研究室。數位 e 筆介紹。檢索日期 2019 年 06 月 15 日。取自http://calligraphy.tku.edu.tw/epen/super_pages.php?ID=epen
26. 湯誌龍(2005).教育概論.臺北:五南圖書出版股份有限公司.
27. 韓善民(2001)。我國資訊教育發展現況與展望。資訊與教育，81，7-12。
28. 顏春煌(2012).數位學習——觀念、方法、實務、設計與實作.臺北:碁峯資訊股份有限公司.