近年來華語文學習在全球形成一股熱潮，越來越多的母語非華語的人開始學習華語文，而為了將語言學習實際應用在真實生活中，實境學習的教學方式逐漸被探討，但多數研究主要偏重於關注實境學習的設計與進行，對於課堂教學融入的效果較少探討。
然而課堂教學仍有其重要性，因此本研究以前階組織導入課堂教學，結合行動輔助華語實境學習的教學課程，關注不同學習經驗的學習者，在學習成效與動機的改變。期望課堂教學與實境學習相輔相成，在正規課程外輔助學習，並讓教學走出教室，使學生能夠在生活情境中進行學習，並實際應用課堂所學的新知，與原有經驗進行結合，達成有意義的學習。
研究對象為在臺灣求學或工作的外籍人士，共13位，進行3小時的華語教學課程，並以課堂與學習活動的直接觀察和課後訪談收及質性資料，同時使用學習動機量表、華語文成就測驗收集量化資料，進行描述性統計與質性資料的結果進行比對，藉此了解不同學習經驗的學生，其學習動機、學習成效和學習情形。
研究結果顯示，以前階組織融合實境學習，能夠有助於將原有經驗和新知識結合，縮短不同學習經驗學習者的差距，同時有助於記憶及正確的應用華語，並增加信心，提升學習者的學習成效與動機。

In recent years, Chinese learning has become an emerging trend and more and more people have selected Chinese as their second language. The issue of learn in real life is discussed widely, but most studies only focus on the mobile learning or situated learning and less discussion of the traditional classroom lessons.
However, the traditional classroom lessons still has its importance. Therefore, this study apply advance organizers theory to the traditional classroom lessons, and combine mixed-reality learning to study the effects of learners with different learning experiences on learning achievement and motivation .
The subjects are 13 foreigners studying or working in Taiwan. With a 3 hours learning course, we collected qualitative data with direct observation in the classroom and interview after the course. Also collect quantitative data with learning motivation scale and Chinese comprehension test. Compared the result of descriptive statistics and qualitative data, to learn about the different learning experience for students in their learning motivation, learning achievement and learning situations.
The result shows advance organizers theory in traditional classroom lessons combine the mixed-reality learning can connect learns' original experience and new knowledge, shorten the gap between different learning experience. Also helps learners remember and speak Chinese correctly, increase confidence and improve learning achievement and motivation.

Alexander, P. A. (1996). The past, present, and future of knowledge research: a reexamination of the role of knowledge in learning and instruction. Educational Psychologist, 31,89-92.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of educational psychology, 51(5), 267-272.
Ausubel, D. P. (1978). In defense of advance organizers: a reply to the critics. Review of Educational Research, 48(2), 251-257.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Holt, Rinehart and Winston.
Ausubel, D. P., & Fitzgerald, D. (1961). Meaningful learning and retention: intrapersonal cognitive variables. Review of Educational Research, 31(5), 500-510.
Brown, J.S.,Collins,A.& Duguid, P.(1989). Situated cognition and the culture of learning. Educational Researcher,18 (1), 32-41.
Bruner, J. S. (1975). From communication to language—A psychological perspective. Cognition, 3(3), 255-287.
Chen, H. Y., Liu, K.Y. (2008).Web-based synchronized multimedia lecture system design for teaching/learning Chinese as second language. Computers & Education, 50, 693–702.
Chen, H.-R. & Lin, Y.-S.(2015). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 24, 1-16.
Chu, H.C., Hwang, G. J., &Tsai, C.C. (2010). A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. Computers & Education, 54, 289-297.
Clifton, C. J. & Sowiaczek, M. L. (1981). Integrating new information with old knowledge. Memory &Cognition, 9(2), 142-148.
Dochy, F. J.R.C., Moerkerke, G., & Marten, R. (1996). Integrating assessment, learning and instruction: assessment of domain-specific and domain-transcending prior knowledge and program. Studies in Educational Evaluation, 22, 309-339.
Furman, N., Goldberg, D., & Lusin, N. (2006). Enrollments in languages other than English in United States institutions of higher Education, Fall 2006. New York, NY: Modern Language Association.
Gogus, A. (2012). Outcomes of learning. In N. M. Seel. (Eds.), Encyclopedia of the sciences of learning (pp.2534-2539). New York, NY: Springer.
Goldberg, D., Looney, D., & Lusin, N. (2015). Enrollments in languages other than English in United States institutions of higher Education. New York, NY: Modern Language Association.
Hammadou, J. (1991). Interrelationships among Prior Knowledge, Inference, and Language Proficiency in Foreign Language Reading. The Modern Language Journal, 75(1), 27-38.
Hron, A., & Friedrich, H.F. (2003). A review of web-based collaborative learning: factors beyond technology. Journal of Computer Assisted Learning, 19, 70–79.
Huang, Y. M., & Chiu, P. S (2015). The effectiveness of the meaningful learning-basedevaluation for different achieving students in a ubiquitouslearning context. Computers & Education, 87, 243-253.
Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3), 284–306.
Johnson, A.M., Ozogul, G. & Reisslein, M. (2015). Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31(2), 97–115.
Kamarainen, A.M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
Kelly, C., Kelly, L., Offner, M., & Vorland, B.(2002). Effective ways to use authentic materials with ESL/EFL students. The Internet TESL Journal, 8(11), 1-5.
Ku, D. T., Huang, Y. H., & Hus, S. C.（2014）. The effects of GBL and learning styles on Chinese idiom by using TUI device. Journal of Computer Assisted Learning, 30(5), 1–11.
Liu, T. S., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55, 630-643.
Lou, S. J., Weng, Y. Y., Tsai, H. Y., & Shih, R. C. (2011). The influence of the presentations of game-based learning teaching materials on Chinese idiom learning. In M. Chang et al. (Eds.), Edutainment technologies (pp.425-429). Springer Berlin Heidelberg.
Marzano, R.J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
McLellan, H. (1996). Situated learning: Multiple perspectives. In H. McLellan (Ed.), Situated learning perspectives (pp.5-17). Englewood Cliffs, NJ: Education Technology Publications.
Mede, E. (2010). The effects of instruction of graphic organizers in terms of students’ attitudes towards reading in English. Procedia Social and Behavioral Sciences, 2( 2), 322-325.
Miller, G. A., & Gildea, P. M. (1987). How children learn words. Scientific American, 257, (3), 94-99.
Mohammadia, M., Moenikiab, M. & Zahed-Babelanc, A. (2010). The role of advance organizer on English language learning as a second language. Procedia Social and Behavioral Sciences, 2(2), 4667-4671.
Montola, M. (2011). A ludological view on the pervasive mixed-reality game research paradigm. Personal and Ubiquitous Computing, 15(1), 3-12.
Peng, N. S.(2011). A study on the Chinese reading and teaching strategies for Malaysian overseas youth students of different learning styles. Chung Yuan Journal of Teaching Chinese as a Second Language, 8, 59-78.
Perry, B. (2014). Gamifying French language learning: A case study examining a quest-based, augmented reality mobile learning-tool. Procedia - Social and Behavioral Sciences, 174, 2308-2315.
Shin, E. C., Schallert, D. L., & Savenye, W. C. (1994). Effects of learner control, advisement, and prior knowledge on young students’ learning in a hypertext environment. Educational Technology Research & Development, 42, 33-46.
Su, C.-H., & Cheng, C.-H. (2013). A mobile game-based insect learning system for improving the learning achievements. Procedia - Social and Behavioral Sciences, 103, 42-50.
Wainer, J., Feil-Seifer, D.J., Shell, D.A., & Mataric, M.J. (2007). Embodiment and Human-Robot Interaction: A Task-Based Perspective. Proceedings of the 16th IEEE International Symposium on Robot and Human Interactive Communication, 872-877.
Weinstein, C. E., & Meyer, D. K. (1991). Cognitive learning strategies and college teaching. New Directions for Teaching and Learning, 1991(45), 15–26.
Wong, L.-H., Chen, W. and Jan, M. (2012), How artefacts mediate small-group co-creation activities in a mobile-assisted seamless language learning environment?. Journal of Computer Assisted Learning, 28, 411–424.
Xie, L., Antle, A. N., & Motamedi, N. (2008). Are tangibles more fun?: comparing children’s enjoyment and engagement using physical, graphical and tangible user interfaces. Proceedings of the 2nd International Conference on Tangible and Embedded Interaction, 191–198.
Zurita, G. & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289-314.
王兆華和朱我芯（2010）。實現網路直觀情境之華語古詩教學平台。華語文教學研究，7(2)，65-90。
江新（2000）。漢語作為第二語言學習策略初探。語言教學與研究，1，61-68。
吳信鳳、張鑑如（2005）。提早於幼兒階段學習英語與後續英語、國語能力之相關研究。教育部委託專案研究報告。台北：教育部。
林吟霞、王彥方(2009)。情境學習在課程與機中的運用。北縣教育，69，69-72。
林進材（2000）。教學理論與方法。台北：五南圖書。
張春興(1996)。教育心理學。台北：東華書局。
教育部統計處（2015）。大專校院國際學生人數統計（98-103學年度）。臺北：教育部。
曹純瓊和郝佳華（2010）。國小學童學前英語學習經驗對其學習動機與學業成就之影響。教育實踐與研究，23(2)，95-124。
曾乙嵐、吳斯茜與計惠卿 (2007)。網路華語文閱讀數位教材體例與互動性分析。富美謹(主持人)，開啟華語文數位教學新視野。第五屆全球華文網路教育研討會，臺北。
黃國禎（2012）。行動與無所不在學習的發展與應用。T&D飛訊，141，1-16。
鄭麗雲（1997）。日本大學漢語教學一瞥。世界漢語教學，39，107-111。