本研究嘗試結合華語遠距教學 (使用AdobeConnect視訊會議系統)及線上華語影片輔助學習平台(ChineseVid)，編制一套能同時達到量產及個人化目的之模組化教學設計，並以ChineseVid平台所提供之華語流行歌曲作為學習內容。筆者安排了國立台灣師範大學華語文教學研究所的7名研究生教師與新加坡國立大學高級華文班的10名華語學習者進行了15小時的教學實驗。學生端先於課前藉由平台之協助觀賞影片，再透過遠距平台與華語線上教師互動以增加開口練習的機會；教師端則使用可大量複製的教學模板，針對每位學生的需求加以改寫以達個人化的教學目的，並根據教學成果對師資培育提出反饋。

筆者透過行動研究法(Action Research)詳細記錄教學之設計與執行，藉由教學錄影觀察、師生問卷調查、教師訪談等方式對研究的每個環節進行反思。研究結果顯示，整體而言，本模組化教學設計獲得學生相當高的評價，特別是一對一的教學環境深受學生喜愛，學生的詞彙、語法、口語表達能力在互動後都有一定程度的提升；就師資培育的角度而言，本次教學也提供了研究生教師許多自我反思及同儕學習的機會。

根據本次執行教學之經驗，筆者也針對模組化教學設計與執行提出以下之改進方案：一、提高師生參與教學之意願，以增進教學之流暢性；二、安排師生於課前進行互動，共同選擇學習內容、制定學習目標、釐清學習需求；三、分工專業化，同時強化教學各工作環節之聯繫；四、教學成果評估應以「師生共同制定之學習目標」為評比項目，透過教師自評、他評以及師生反饋等方式多角度進行，對線上師資培育有更好的效果。

This study explores a modularized teaching design of Chinese songs conducted via the video conferencing system (AdobeConnect) using materials provided on the self-access Chinese learning platform-ChineseVid. A 15-hour-teaching-experiment was carried out involving 7 student-teachers from the Department of Teaching Chinese as a Second Language of National Taiwan Normal University and 10 students from the Chinese class of National University of Singapore. Learners first watched selected clips of the songs online via ChineseVid and then interacted with online teachers, one-on-one, for further practice and knowledge. A reproducible teaching template was given to the online teachers as the teaching material. Revisions of the teaching material were then made by the teachers to meet individualized goals of the students. The assessment for teaching performance in this study also made great contributions to teacher education.

This experiment was carried out through action research. All processes during the design and implementation phases were recorded in detail. Data collected were reviews of recorded online classes, teacher/student surveys and interviews. Overall, one-on-one modularized teaching was well received by students and improvements in vocabulary, grammar, and spoken Chinese were found after the interaction. Online teachers were also provided with opportunities for self-reflection and learning from peers.

Findings of the experiment further suggest that further improvement could be made to the design and implementation of the model of the modularized teaching: 1) Willingness of participation of both students and teachers should be enhanced. 2) Teachers and students should collaborate before the course in order to establish the learning goals, clarify learning needs and determine learning materials. 3) The work needed to create the teaching material online should be divided according to different teachers’ specialization while maintaining connections between all segments of the teaching material production process. 4) To enhance the impact of modularized teaching in teacher training, the assessment of teaching performance should be based on the achievement of learning goals as determined by the learners and teachers. Such an assessment could be carried out by self-evaluation, peer evaluation, survey of student feedback.

一、中文書目
王曉璿，1998。網際網路課程軟體系統設計架構探究。第七屆國際電腦輔助教學研討會，國立高雄師範大學。
呂念慈，2004。華語視訊遠距教學活動設計─以日籍學生為例。碩士論文，國立台灣師範大學華語文教學研究所。
姚如芬，2001。從學校本位教學模組之發展協助小學數學教師專業成長之研究。2001年海峽兩岸小學教育學術研討會論文集。國立嘉義大學教育學院。
徐玫玲，2001。流行歌曲在台灣─發展、反思和與社會變遷的 交錯。輔仁學誌：人文藝術之部，28，219-233。
徐玫玲，2008。華語流行歌曲。載於陳郁秀(主編)，臺灣音樂百科書(頁904-905)。臺北：遠流。
高慧真，2010，華語課室教學與線上遠距教學之互動研究，碩士論文。台北：國立臺灣師範大學華語文教學研究所。
許志榮，2007。藉中文歌曲進行對外華語教學活動之設計，碩士論文。台北：國立臺灣師範大學華語文教學研究所。
陳文典，2001。九年一貫課程自然與生活科技領域教學示例。台北：台灣省國民學校教師研習會。
張欣怡、曾金金、蘇九如，2015。遠距線上互動在高級漢語課程中的應用。第九屆全球華文網路教育研討會，美國麻省理工學院。
張金磊、王穎、張寶輝，2012，翻轉課堂教學模式研究。遠程教育雜誌，211，46-51。
陳桂月、曾金金、蘇九如，2015，遠距線上互動對跨國華裔學習者之教學應用。2015年台灣華語文教學年會，國立台東大學。
陳彥廷、陳于倩，2002。發展數學模組之理論與省思。屏師科學教育，15，30-40。
陳姿青、張靜怡、李宜年，2007。教育科技於華語教學的應用。明道通識論叢，2，179-202。
陳信瑞，2013。以流行歌曲輔助華語聽力與口說研究，碩士論文。台北：國立暨南國際大學資訊工程學系。
陳雅芬，2009，中文遠距教學：威斯康辛大學經驗，第六屆世界華語文教學研討會論文集，334-340，台北：中華民國僑務委員會。
張瑞祥，2005。應用華語歌曲及錄音軟體於華語教學之課程設計，碩士論文。台北：國立臺灣師範大學華語文教學研究所。
靳洪剛，2005。第二語言習得與語言形式為中心的結構教學探討。漢語教學研究，40(2)，31-54。
劉羿彣，2014。中文遠距教學的跨文化言談分析與應用，碩士論文。台北：國立臺灣師範大學華語文教學研究所。
賴慶三、楊繼正，2001。國小自然資源教學模組的發展研究。國立台北師範學院學報，14，673-704。
蔡清田，2000。教育行動研究。台北：五南圖書公司。
鍾靜、陸昱任，2014。以形成性評量為主體的課室評量新趨勢。教師天地，189，3-12。

二、英文書目
Anderson, T.D.,& Garrison, D.R. (1998). Learning in a networked world: New roles and responsibilities. In C. Gibson (Ed.), Distance Learners in Higher Education. (pp. 97-112). Madison, WI.: Atwood Publishing.
Brown, H. D.(2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Edition). New York: Pearson Education Inc.
Brown, J. D.(1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle& Heinle.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In Richards, J. C., & Schmidt, R. W. (Eds.), Language and Communication. (pp.2-27). London, U.K.: Longman.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, (1), 1–47.
Danan, M. (2004). Captioning and Subtitling: Undervalued Language Learning Strategies. Meta: Translators' Journal , 9(1), 67-77.
Foley, J. K. (1998). Distance education for American universities and the world. American Journal of Agricultural Economics, 80(5), 973-979.
Gugliemino, L. M. (1986). The affective edge: Using songs and music in ESL instruction. Adult Literacy and Basic Education, 10, 19-26.
Herreid, C.F. & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Hymes, D.H. (1966). Two types of linguistic relativity. In Bright, W. (Ed.) Sociolinguistics. (pp.114–158). The Hague: Mouton.
Kemp, J. E. (1985). The instructional design process. New York: Harper & Row.
Krashen, S. (1983). The din in the head, input, and the second language acquisition device. Foreign Language Annals, 16, 41-44.
Krashen, S. D. (1983). Principles and practices in second language acquisition. Oxford, U.K.: Pergamon Press.
Larsen-Freeman, D. (1985). Techniques and Principles in Language Teaching. U.K.: Oxford University Press.
Levy, M. & Stockwell, G.(2006). CALL dimensions: Options and issues in computer-assisted language learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Maess, B., & Koelsch, S. (2001). Musical syntax is processed in Broca’s area: An MEG study. Nature Neuroscience, 4, 540-545.
McNeil, J. D. (1995). Curriculum: the teacher’s initiative. New Jersey: Prentice-Hall.
Moi, C. M. (1994). Rock poetry: The literature our students listen to. Journal of the Imagination in Language Learning, 2, 56-59.
Moore, M.G. & G. Kearsley. (2005). Distance Education: a Systems View. Second Edition. Belmont, Ca.: Wadsworth Publishing Company.
Motamedi, V. (2001). A critical look at the use of videoconferencing in United States distance education. Education, 122(2), 386-394.
Murphey, T.(1992). The discourse of pop songs. TESOL Quarterly, 26(4), 770-774.
Reinders, H.(2007). Big Brother is Helping You: Supporting Self-Access Language Learning with a Student Monitoring System. System, 35, 93-111.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. London, U.K.: Cambridge University Press.
Riley, P. (1981). Viewing Comprehension:1'OEil Ecoute. The Teaching of Listening Comprehension, ELT Documents Special. Bondon, France:The British Council.
Russell, J.D. (1974). Modular Instruction. A Guide to the Design, Selection, Utilization and Evaluation of Modular Materials. Minneapolis, MN: Burgess Publishing Company.
Salcedo, C.S.(2002). The Effects of Songs in the Foreign Language Classroom on Text Recall and Involuntary Mental Rehearsal. Doctoral dissertation. University of Illinois at Urbana-Champaign.
Schoepp, K.(2011). Reasons for Using Songs in the ESL/EFL Classroom. The Internet TESL Journal, 7( 2).
Stevenson, M.P., Liu, M.(2010). Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites. CALICO Journal, 27(2), 233-259.

三、網路資源
維基百科：Web2.0定義 http://zh.wikipedia.org/wiki/Web_2.0
維基百科：「模組」定義http://zh.wikipedia.org/wiki/%E6%A8%A1%E7%B5%84