Learning Chinese characters is challenging for many people, especially for those who were not born in Chinese-speaking countries. Applying the theory of chunking, constructing stories containing compound characters as mnemonic techniques to form associations within the learners, this study examines if this method can facilitate immediate learning and retention of Chinese characters. A case study strategy is adopted and a native language teaching class of Chinese in Sweden with six pupils is chosen as the case. Six participants were divided into an experimental group and a control group. The participants in the experimental group learned Chinese characters with the method of chunking and association, while the control group learned characters with the stroke order. The tests results indicated that the experimental group received better results than the control group, especially in the character tests. The experimental group used chunking, radicals and associative interpretations as strategies in the character and meaning tests. The control group on the other hand passed the meaning tests very well. Surprisingly, the control group also used associative interpretation and only scored lower than the experimental group by a small margin in the meaning tests. The experimental group experienced that chunking a character into its corresponding chunks and radicals facilitates the memorization of characters. Consequently, this case study concludes that the method of chunking and association is beneficial for the understanding and learning of Chinese characters. This case study also concludes that the knowledge of the method of chunking and association can improve the learning of the meaning of characters.

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本論文藉由瞭解在臺學習華語的外籍學生對於兩岸口音的看法，以供臺灣華語教師在教學現場應使用何種口音作為參考。研究對象是臺灣北部某國立大學的華語文教學中心中級班以上的外籍學生。研究方法包含假貌相比測驗法（Matched-Guise technique）、問卷調查和焦點團體訪談三項研究工具，蒐集研究資料，作為分析與討論問題的依據。 經過研究實施與資料分析，歸結研究結果如下：（一）多數外籍學生具有聽辨兩岸口音差異之能力；（二）兩岸口音各有其擁護者；（三）兩岸口音的印象差異，除了在聲母、韻母及聲調，如：捲舌音、輕聲及兒化韻等等的差別以外，說話的語氣，如：聲音的大小、說話的速度、聲音的高低等，也會影響外籍學生對兩岸口音的印象；（四）外籍學生在選擇華語口音時所考慮的要素為「不同學習階段的需求」、「易學」、「當地文化與朋友」、「好聽」以及「較具親和力」等五項因素；（五）本研究的外籍學生認為在現階段應學習臺灣口音的華語，奠立良好的口音基礎，進而拓展聽力寬度，然後再進入多元口音輸出的階段。 最後根據調查結果提出華語教學上的啟發與後續研究建議，以供華語教師、學校行政單位以及教學研究者在兩岸華語口音方面的參考。 / This study aims to investigate how CFL(Chinese as a foreign language) students in Taiwan view the accent of Mandarin Chinese produced by Taiwanese and Mainlanders. The participants of the study are from a university in Taipei city, and they are at intermediate-level and above. The research methods adopted in the study include Matched-Guise technique, questionnaire survey, and focus group interview. The major findings are: (1) Most CFL students have the ability to distinguish the accent of Mandarin Chinese produced by Taiwanese and Mainlanders; (2) the two accents have their own supporters; (3) CFL students’ impressions of the two accents include not only initials, finals and tones, but also volume, speed and pitch. Another interesting finding is that most CFL students in Taiwan want to learn Mandarin with a Taiwanese accent because (1) Taiwanese accent is easier to learn; (2) CFL students in Taiwan want to interact with Taiwanese and learn Taiwanese culture. When CFL students in Taiwan become high intermediate or advanced students, they also wish to be exposed to Mandarin with mainlander’s accent in order to expand their repertoire of the Chinese language. At the end of the thesis, pedagogical implications and suggestions for further research are included.

本研究旨在瞭解目前成人華語文教學課堂遊戲設計、規劃與實施的現況，以及成人華語教師對課堂遊戲的看法；調查的內容包括遊戲實施的頻率、目的、優缺點和適用性等。為達成研究目的，本研究採用調查研究法，以調查問卷與焦點團體訪談為研究工具，蒐集研究資料，作為分析與討論問題的依據。本調查研究針對臺北市11所公私立大學校院華語文教學中心之華語教師進行調查，以滾雪球抽樣發出120份調查問卷，回收有效問卷91份，彙整分析調查結果。其後，從表達參與訪談意願的受試華語教師中，隨機選取6位教師進行焦點團體訪談，探討華語教師對成人華語文教學課堂遊戲實施的經驗、想法與意見。 經過研究實施與資料分析，歸結研究結果如下：（一）儘管課堂遊戲並非臺灣成人華語文教學課堂中的主要活動，多數教師仍肯定課堂遊戲應用於成人學生的適用性，並且同意課堂遊戲能有效提升學生的語言能力與學習興趣；課堂遊戲訓練學生的主要語言技能為口說和聽力，確實表現了語言的溝通交際功能；成人學生的華語程度、個性、年齡是主要影響課堂遊戲實施的個別差異。（二）華語教師的「教育程度」會影響其對於「遊戲能否有效提升學生學習興趣」的評估；華語教師在「成人華語文教學以外的教學工作類型」會影響其「設計或規劃課堂遊戲的時間點」。（三）華語教師認為使用課堂遊戲所遭遇的主要問題為「遊戲設計與教具製作費時、缺乏遊戲資料來源」，建議包括同事交換心得、參加教學研習、請學生提供適合的遊戲等；次要問題為「成人學生對課堂遊戲沒興趣、參與意願低」，建議是一旦出現學生不配合的情況，教師應該改變遊戲規則、類型、帶領方式，或是直接結束遊戲。 最後根據調查結果提出相關建議，以供華語教師、學校行政單位以及教學研究者在成人華語文教學課堂遊戲設計、規劃與實施等方面的參考。 / The present study aims to investigate the current situation of classroom games applied in adult Chinese teaching, and teachers’ perspectives toward games used in adult Chinese teaching. A total of 91 teachers of Chinese language center, from universities in Taipei city, responded to a questionnaire designed for this survey. The collected data were analyzed by descriptive statistics and cross analysis. Afterward, six Chinese teachers were chosen randomly to participate in a focus group interview. They discussed their experiences and perception of using games to teach adult Chinese learners. Results of this study show: (1) Games are not the main activity used in adult Chinese teaching, but teachers mostly have positive response toward game-using in teaching adult Chinese learners. (2) Teachers’ different educational backgrounds significantly influence their attitude toward the statement “games teaching would increase students’ learning interest”. Teachers’ teaching experiences also influence significantly the timing of preparing classroom games. (3) The duration of game-preparing, the insufficiency of game material, and adult students are unwilling to participate in those games are the main challenges reported by teachers. Based on the findings of the survey, teaching implications and suggestions for further research are included at the end of the thesis.

本研究將繪本運用於成人華語的非正式課程（課外免費教學），旨在透過成人華語學習者對於繪本運用於成人華語文教學的看法及其學習成效，了解成人華語繪本教學的可行性。為達研究目的，本研究採用探索性的研究，以需求分析、課堂觀察記錄與焦點團體訪談為研究工具，蒐集研究資料，作為分析及討論問題的依據。本研究先針對臺灣北部某國立大學之華語文教學中心中級以上之外籍成人學習者發放需求調查問卷，之後以中級程度為限，於該華語中心開設「繪本學華語」免費課，並對修課之學習者進行焦點團體訪談，探討其對成人華語繪本教學的想法與意見。 經過研究實施與資料分析，歸結研究結果如下：（一）有趣又有助於學習者語言能力的繪本教學活動亦適用於成人華語學習者，可見繪本教學不只是兒童的專利；（二）繪本教學能為學習者帶來語言認知、情意上的助益，並彌補正規課程的不足；（三）繪本運用於成人華語教學時，繪本適合與否主要取決於「語言程度」、「繪本題材」與「圖片色彩與畫風」，其中又以「語言程度」最為重要，優先於另外兩者；而就主題而言，與「生活」及「文化」有關的內容最吸引學習者；（四）受限於免費課課程課時短少、分散，且對學習者缺乏約束力與強制力的特性，繪本教學在語言新知與技能提升方面的成效並不明顯，但可作為正規課的複習與輔助教材；（五）繪本運用於中級成人華語免費班教學所遭遇的主要困難為：難以找到與學習者語言程度相符的繪本、過於分散的課型易打斷繪本情節的連續性、免費班學習者語言程度不一。 最後根據調查結果提出華語文教學上的啟發與後續研究建議，以供華語文教學者在成人華語繪本教學方面的參考。 / This study applied picture books to an adult CSL free course, aiming to investigate adult CSL (Chinese as a second language) learners’ perspectives toward using picture books in adult CSL teaching, and the learning efficiency through picture book instruction. The research methods adopted in the study include needs analysis, classroom observations, and focus group interview. The participants of the study are intermediate-level students from a Chinese language center of a university in Northern Taiwan. The results of this study are (1) picture book instruction with interesting and language skill enhancing teaching activities suits adult CSL learners; (2) picture book instruction can benefit adult CSL learners both cognitively and affectively; (3) When using picture books to teach adult CSL learners, the main concerns are language difficulty, topic choice, and the style of pictures; (4) as the instruction time for the adult CSL free course is short and scattered, and it lacks the mandatory and binding force, such picture book instruction does not improve learners’ vocabulary and grammars significantly; however, it may serve as a good supplementary or review course; (5) the three major challenges for picture book adult free CSL course instruction are choices of picture book to suit learners’ needs, short and scattered instruction time, and learners’ various proficiency levels. Pedagogical implications and suggestions for further research are included in the end of the thesis

華語教材漸趨多元，圖文並茂的素材賞心悅目同時吸引讀者興趣，繪本兼具兩者特質，然而圖文書作為學習華語的語言材料尚未有獨立繪本可直接教學，本研究教材以華測會八千詞為依，加工原始資料，希望成為正規教材之外的初級華語學習教材。 學習者認為中文為困難的語言，學習評量成效不佳，此外受限每週課時，自學時間受專業課程壓縮，動機不足，故藉由兼具圖像與故事情節的繪本製作輔助教材，提高自學能力和興趣，增進閱讀理解，開展交際話題，促進觀點交流。製作繪本輔助教材作為課程材料，教授生詞、語法，從圖文創作：互證、互補、互釋和互斥四項模式教學，並且分析原創作中的圖像，示範教學方式。研究者自側面觀察紀錄教師教學，提供學習者心得回饋表，深入訪談教師和學習者經驗。結果指出學習者藉圖文教材提高學習樂趣，教學前的引導使其提前適應內容，故事討論加強全文組織、理解，增加話題，圖文模式應用於教學後更能掌握圖像互動，讀出其言外之意。最後討論動機的引起及維持、圖文模式和閱讀理解、教學目標和學習收穫，並提出未來華語教學之方向。 / Picture books enjoy great attention today. The readership of more sophisticated picture books like graphic novels increased in the last decade. Illustrated narratives are not confined to manga or children books anymore. Although Chinese teaching materials, too, made great advances in the last ten years and layout and design became more attractive than before, recent developments of teaching materials do not get catch up with the increased popularity of picture books, especially with graphic novels and other picture books for adults. The present study aims to explore the conditions we should care about when we want to use picture books in classroom teaching. A focus is laid on teaching Chinese reading and character acquisition for beginners (A2) who only have a very limited knowledge of Chinese. Can picture books facilitate the learning process of reading? Can illustrations help to comprehend textual meaning? To answer questions like this, the present study examines various theories and research results about the interaction between the illustrations and the reading processes and reflects these theories with their didactic significance. The background for the present study is a half year teaching experience using different picture books to teach reading and Chinese character acquisition to beginners who did not have much time in Taiwan for study and who are not very motivated to learn reading Chinese. At the beginning, the use of picture books as teaching materials aimed to motivate students to learn Chinese characters and to encourage them to read Chinese not only in the classroom, but also to apply their knowledge to their own activities in their leisure time. Later, the author deliberately used picture books as teaching materials to learn more about the advances and shortcomings of these materials. Thus, the present study is the theoretical reflection of this teaching experience. It investigates picture books not only from the perspective how picture books can facilitate learning processes of Chinese reading competence, but also from the perspective how can picture books contribute to motivate students to read Chinese inside and outside of the classroom. Teaching materials based on three picture books are presented in this study. These materials first were used for teaching beginners and become later more and more developed, evaluated and revised in accordance to teaching experience, learning outcome and students’ opinions. Course designs based on these materials are added at the end of the present study.

在全球化的趨勢下，外語教學所強調的交際能力不再侷限於語言形式的相關技能，而是透過對文化的分析解釋，幫助學習者獲得更全面的溝通能力。文學作品透過各層面的文學想像，幫助學習者意識到實際交際的複雜性、模糊性。而文學作為現實生活的反映，往往會引起不同背景的學習者對不同文化與文明之間的共鳴，藉此了解跨文化交際間雙方對所處的社會現實不同的理解。 魯迅的小說作品刻畫出中國人的民族性格，是中國文化的可貴資產。他筆下的人物、歷史意蘊、文化色彩等，正好為學習者提供相應的語境，幫助學習者自作品中的社會交往符號和常規了解另一個社會的文化群體。然而目前華語文教學界在理論研究上對中國現代文學課程缺乏足夠的重視，故本研究旨在探討魯迅小說於文化課程上之應用。 本文採質的研究法，探討文學與文化於華語文教學上之運用，並以〈孔乙己〉、〈祝福〉、〈阿Q正傳〉三篇小說為討論範圍。文化課程實踐將以〈祝福〉為主，進行試驗教學，並根據其教學結果評估，適當修正〈孔乙己〉、〈阿Q正傳〉之教案。針對上述提及的魯迅文化觀之分析，本論文將從兩方面觀照：一、以魯迅的三篇小說為範圍，論述魯迅所批評的中國文化觀，並闡釋魯迅小說所傳達的思想內容。二、探討一九一九至一九七六年後文藝批評者對魯迅的評價及研究。 根據研究結果，研究結論有二：一、魯迅小說著作是提升華語文學習者之文化意識的重要素材；二、學習者能主動參與以魯迅小說為主題而設計的文化討論。最後，研究者根據研究結果提出相關建議：一、語言學習者的交際能力可能受限於目標語的文化知識。故為了幫助在台學習華語的外籍生獲得更全面的交際能力，結合台灣文學以及其背後的民俗意義於文化教學中，勢必能提高學生對文化的學習動機；二、語言作為一種符號系統，在編碼和解碼的過程中能反映某種文化意義，故結合文學的語言形式和文化內容設計閱讀課程是必要的。 / With the trend of globalization, communicative competence in foreign language education requires not only the goal of communicative efficiency but the development of culture awareness. In other words, it is not sufficient for learners to know how to communicate meanings but to understand the practice of meaning making itself. Literary texts are products that reflect different aspects of society. For it is through literature, serving as cultural documents, that learners can sense the complexity and ambiguity in norms of interaction in cross-cultural situations, and thus to be sympathetic to a different country and culture. Lu Xun’s novels, analyzing specific “Chinese national characteristics”, had a great impact on how modern China looks in the past. Through the historical background, emotional resonances and moral imaginings embodied in Lu Xun’s novels, learners are able to gain a deeper understanding of Chinese culture. However, literature has not been given much emphasis in the TCSL classroom. As a result, the purpose of the thesis is to explore Lu Xun’s perspective on Chinese culture and to apply its results to the practical use of teaching Chinese. A qualitative research method was employed to analyze Lu Xun’s novels and to exploit the novel called “New Year’s Sacrifice” in the classroom. In detail, the present thesis focuses on two discussions: (1) Analyzing Lu Xun’s novels: The underlying value orientations presented in “Kong Yiji”, ”The True Story of Ah Q “ and “New Year’s Sacrifice “will be discussed. (2) Analyzing critical appraisals of Lu Xun’s work in order to figure out how Lu Xun became one of the most prominent authors of modern China: Critics’ views in 1919 to the years after 1976 will be examined. Results of the study indicate that the multiple layers of cultural meaning in Lu Xun’s novels can raise learners’ culture awareness as well as motivate learners to discover the underlying concept of culture. Lastly, the suggestions developed from the discussions are provided as follows: (1) Negotiation of meaning often flounders because of a lack of understanding and trust of how to participate in different discourse environments. Thus, Taiwanese literature can be included in culture teaching for students who are learning Chinese in Taiwan. Through the cultural context provided in Taiwanese literature, students are able to acquire a much more sophisticated competence in the manipulation of symbolic systems and also to enhance positive attitudes toward Taiwanese culture group. (2) The interaction between language and culture should be considered as a substantial part of culturally oriented language courses.

本研究目的有四：1.探討數位典藏支援國文教學的意涵與最佳實務、2.探討數位典藏網站融入高中國文教學的模式、3.探討數位典藏融入教學成功案例之國文老師的教學策略、4.高中國文老師運用數位典藏融入教學的推動建議。 配合研究目的，本研究分析得獎教案、訪談教案設計老師，期望能據以了解數位典藏資源融入國文教學之模式、策略，了解教師使用數位典藏資源的動機、需求與看法，進而提出對未來我國文教學界應用數位典藏網站之建議。 本研究使用「個案分析法」、「深度訪談法」，首先分析歷年數位典藏融入高中國文教學得獎教案，發展出數位典藏融入國文教學模式，以幫助教師應用整合到教學歷程及學生的學習活動中，以達到將數位典藏做最有效利用的目的；接下來對得獎教師進行訪談，了解數位典藏融入國文教學的現況、困難與需求。根據研究結果，可獲得以下結論： 一、 數位典藏網站融入國文教學的必要性 1.數位典藏的豐富資源，是語文教學的極大寶藏，有助於創意學習、資訊融入，值得大力推廣。 2.數位典藏網站擴大教育層次，扮演教學資源、學習環境、學生創作等三種角色。 二、 數位典藏網站融入高中國文教學應用模式與教學策略 (一)建構數位典藏融入高中國文教學三模式：準備階段、實施階段、評量階段 (二)統整、分類台灣地區語文類數位典藏101個網站，以古典文學為多，融入教學時機、方法均較為多元與深入 (三)數位典藏融入國文教學指南： 1. 「引起動機」、「發展活動」、「綜合活動」三個時段，是教師進行數位典藏網站融入教學最適宜進入的時機 2. 「閱讀教學」、「課文教學」是最適切數位典藏資源融入教學的類型。 3. 「作者講解」是數位典藏網站融入教學最多、最深入的時機。 4. 「問題導向」、「網頁主題探究」是數位典藏融入教學最常應用的教學實施策略。 5. 「情境教學」可活化國文教學 6. 「自編並使用數位典藏評量」為教師使用數位典藏融入教學最常使用的評量模式，以「學習單」、「專題實作」內容為主要的方式。 三、 高中國文老師使用數位典藏網站融入教學的困難與需求 (一)數位典藏網站融入教學的困難 1.數位典藏資源認知不足，使用率、續用率低 2.數位典藏資源，需要老師配合課程進行篩選與組織 3.缺乏資源統整的「高中國文教學入口網站」，使用意願不高 (二)數位典藏網站融入教學的需求 1.內容需求：圖片與影音資源的豐富度 2. 功能需求：網頁主題導覽、檢索查詢、資料下載 3. 推廣需求：「研習課程」與「教學觀摩」 / This thesis contains four chapters. Chapter one examines the effect and and practibility of digital archives in supplementing Chinese teaching. In the second chapter, it aims at analyzing the mode of digital archives websites integrating into senior high school Chinese class. Next, I would elaborate upon the successful cases of the mode mentioned above in authentic contexts. I conclude the thesis in the fourth chapter by offering suggestions to this approach. In light of my research goal, I analyze award-winning teaching plans as well as interviewing these teachers in the hope of further understanding the mode and strategy of digital archives applied in senior high school Chinese class. In addition, by reexamining the motives, needs, and viewpoints of this approach, I would like to provide teachers in this field with suggestions about the authentic application of digital archives websites. I employ two methodologies, “Case Analysis Method” and “In-Depth Interview,” to analyze award-winning teaching plans applying digital archives resources. By means of integrating these resources into Chinese teaching, this could practically facilitate in-class activities for the purpose of exerting its maximum benefits. Next, via interviews with these teachers, I could follow and observe the current situations, obstacles and conceivable improvements. Based on my research result, the following is my conclusion. I. The Essentiality of Digital Archives Websites in Chinese Teaching A. The resources of digital archives websites are highly recommended for its abundance and significance. They are beneficial for generating creativity and sharing data. B. Digital archives websites do broaden educational dimensions; they serve as teaching resources, learning environment, and platforms for brainstorming. II. The Effect of Digital Archives Websites in Supplementing Chinese Teaching A. They construct three modes for the authentic application: the phase of preparation, the phase of practice, and the phase of evaluation. B. Chinese classics cover most of the resources in the category, and they are more dimensional in authentic teaching contexts. C. The Guidebook of Digital Archives Websites in Chinese Teaching a. Teachers are recommended to make good use of this method in three phases: motivation trigger, activity design, and activity integration. b. The most appropriate genres applied are extracurricular reading and text instruction. c. The most common application observed is the introduction of author. d. The most practical strategies applied are question-oriented method and theme page research. e. Contextual teaching could facilitate Chinese teaching. f. Self-edited digital archives evaluation is commonly used in the form of studying sheets and seminar course. III. The Difficulties and Needs in Application A. The Difficulties a. The promotion of this method covers a low scope. As a result, the rate of usage and sustainability is low. b. The application of it in authentic teaching contexts collide with the current course designs. c. It lacks compatibility and integration. B. The Needs a. The content: add more photos and audio-visual resources b. The function: improve theme page guidelines, search query, and data download c. The promotion: apply the method in “Study Courses” and “Classroom Observation”

語言與文化脣齒相依，在語言學習與教學的層面上，文化的概念具有相當程度的重要性，特別是屬於高語境的華語，擁有豐富的文化意涵。華人社會中的民間風俗緊貼日常，是理解生活文化的重要線索。華語學習者能透過習俗傳說的故事性，理解隱含的華人文化背景，避免文化誤解，達到尊重他人，進而培養跨文化的能力。 　　民間故事的教學多置放於中文母語學習者的教育歷程，而在華語文教學的領域，仍以華裔或中高級以上程度學習者為大宗。故本研究以民間文學中的習俗傳說為範圍，中級華語學習者為對象，使用內容分析法找出合適的文化教學主題，文本分析法探析教材與跨文化教學點，並援引前人歸納之文化教材編寫與教學設計理論，做出教學設計，另以調查研究法中的研究工具作為輔助，透過行動研究法檢視華語文教學的實踐。 　　本研究目的有二，一為發展習俗傳說與跨文化概念應用於成人華語課程之教學設計；二為探討習俗傳說與跨文化概念於成人華語課程之實施成效。本文融合ADDIE教學模式之五大步驟，包含分析、設計、發展、實施、評鑑，以及Moran之體驗式學習循環，包括理解內容、理解方法、理解原因、理解自我，作為本研究課程設計模式。並以影音、問卷、訪談等資料等研究工具，作為評估實施成果與修正依據。 　　本文研究結果如下：第一，於教學設計方面，本研究採用兩項教學模式之融合，為ADDIE教學模式及Moran之體驗式學習循環，有助於文化教學更加完整，達到跨文化的範疇，另外，於教材設計中，需針對學習者程度考量詞彙難易度，並注意應符合教學宗旨與課堂設計；第二，於實施成效方面，以習俗傳說為素材之華語教學課程，能夠增進學習者的語言技能，提供文化學習與體驗的機會，達到跨文化的目的。 / Language and culture are inextricably linked. Cultural concepts are considerably important for language learning and teaching, particularly for Chinese, a highly contextualized language with rich cultural implications. Folk customs in Chinese society are closely related to everyday life and can serve as important clues for understanding the living culture. Stories involving customs and legends can help learners of Chinese understand Chinese cultural implications, avoid cultural misunderstandings, achieve respect for others, and develop interculturel competence. The teaching of folktales is usually used in the education of native Chinese speakers. In the field of teaching Chinese as a second language, it is generally restricted to heritage learners or learners at or above the high intermediate level. This study focuses on customary legends in folk literature with intermediate learners as the target group. Content analysis is used to determine appropriate topics for cultural teaching and text analysis to analyze teaching materials and intercultural teaching points. Established theories of cultural materials compilation and instructional design were referenced to inform our own instructional design. In addition, I adopted action research design and developed a survey instrument to use as an aid in examining the practice of Chinese language teaching. The study has two objectives: first, to develop an instructional design for the teaching of customary legends, and intercultural concepts in adult Chinese language courses; and second, to investigate the effectiveness of utilizing customary legends, and intercultural concepts in adult Chinese language courses. ADDIE model (analysis, design, development, implementation and evaluation) and Moran’s experiential learning cycle (knowing about, knowing how, knowing why, and knowing oneself) were used as models for course design. In addition, videos, questionnaires, and interviews were used to evaluate the implementation outcomes, and served as a basis for revision. The results were as follows: First, the two teaching models that were incorporated into the instructional design for this study, the ADDIE Model and Moran’s experiential learning cycle, contributed to the comprehensiveness of cultural teaching and the achievement of an intercultural scope. However, during materials development, it was important to ensure that the degree of difficulty of the vocabulary matched learner levels, and that the vocabulary aligned with the teaching objectives and course design. Second, in respect to the effectiveness of implementation, I concluded that a Chinese language teaching course utilizing customary legends as teaching materials can enhance learner language skills, provide cultural learning and experiential opportunities, and achieve intercultural goals.

本研究旨在探討運用合作式數位閱讀標註系統輔助文言文閱讀學習，是否有助於提昇高中生文言文閱讀理解成效與文言文學習動機；以及瞭解在合作式數位閱讀標註系統輔助文言文學習模式下，不同標註能力之高中生的文言文閱讀理解成效差異；以及閱讀標註行為與閱讀理解成效之間是否具有相關性。研究結果歸納如下： 一、採用合作式數位閱讀標註學習系統或者傳統紙本閱讀標註進行文言文閱讀學習，具有相同的學習成效。 二、合作式數位閱讀標註系統對於提昇實驗組學習者不同認知層次的閱讀理解上，優於對照組學習者採用的傳統紙本閱讀標註。 三、運用合作式數位閱讀標註系統進行文言文閱讀學習，在提昇整體文言文閱讀動機、文言文閱讀社會，以及降低文言文閱讀逃避上，顯著優於傳統紙本閱讀標註學習。 四、採用合作式數位閱讀標註系統進行文言文閱讀學習，可以顯著提昇學習者的文言文閱讀效能、文言文閱讀投入與文言文閱讀社會。 五、實驗組不同標註能力學習者的文言文閱讀理解成效並不具顯著差異。 六、實驗組學習者的閱讀標註行為與文言文閱讀理解成效不具有顯著相關。 七、多數文言文學習者使用最頻繁的是釋譯類型的標註，也認為釋譯類型標註最有助於提昇文言文的文意理解。 八、高中生學習抒情類文言文時需要較多元的閱讀策略。 九、文言文閱讀動機高組學生與標註能力最高者對於合作式數位閱讀標註系統的接受度比較高。 最後依據研究結果提出具體建議，供學校國文教師進行文言文教學與未來研究方向之參考。 關鍵字：閱讀標註、國文教學、文言文、閱讀理解、閱讀動機 / Abstract This study aims at exploring if the utilization of Knowledge-based Annotation Learning System in assisting the reading comprehension of Literary Chinese can upgrade the achievements of Literary Chinese reading comprehension as well as Literary Chinese learning motiviation of senior high school students. Under the mode of Knowledge-based Annotation Learning System assisting Literary Chinese learning, the achievement difference of Literary Chinese reading comprehension for senior high school students with different annotation abilities as well as if there is any correlation between the annotation behavior in reading and the achivements of reading comprehension were also explored. The results of the study are listed as below: 1.Adopting Knowledge-based Annotation Learning System or tradtional paper-based reading annotation results in the same achievements in Literary Chinese reading comprehension. 2.In the respect of upgrading the reading comprehension of different cognition levels, the learners in experimental group who utilize Knowledge-based Annotation Learning System have achieved better results than those in the control group who adopt traditional paper-based reading annotation. 3.Utilizing Knowledge-based Annotation Learning System in Literary Chinese reading comprehension shows significant advantages than traditional paper-based reading annotation in the respects of upgrading overall Literary Chinese Reading Motivation, Literary Chinese Reading Society and reduction of Literary Chinese Reading Work Avoidance. 4.Adoption of Knowledge-based Annotation Learning System in Literary Chinese reading comprehension can significantly upgrade the Reading Efficacy, Reading Involvement and Reading Society of Literary Chinese. 5.Learners with different Annotation Abilities in the experimental group have no significant difference in the achivements of Literary Chinese reading comprehension. 6.There are no significant relationships between the annotation behavior in reading and the achievements of reading comprehension for learners in the experimental group. 7.For most Literary Chinese learners, the most frequently used type of annotation is Interpretation Type. They also deem that it is most helpful to upgrading the comprehension of the Literary Chinese. 8.Senior high school students need multiple reading strategites in learning lyric Literary Chinese. 9.The learners with high motivation in reading Literary Chinese and high Annotation Ability are more acceptable to the Knowledge-based Annotation Learning System. Finally, suggestions were put forward as references for Literary Chinese teaching and future researches. Keywords: Reading annotation, Chinese teaching, Literary Chinese, Reading comprehension, Reading motivation