The generation C of the 21st century talks to one another and shares knowledge in the cyber space, they run the modern society by sometimes freely creating new contents. In Chinese character education, educational CD ROM was supplied to fulfill the ...
The generation C of the 21st century talks to one another and shares knowledge in the cyber space, they run the modern society by sometimes freely creating new contents. In Chinese character education, educational CD ROM was supplied to fulfill the audiovisual, experiential desire of the generation C however by examining the contents it can be seen that it is very insufficient to arouse students’ interest and attention.
The researcher thought that there was a great need to thoroughly examine the educational CD ROM before introducing digital text books. So in this study, the researcher concentrated on ‘learning support, acceleration function’ among the main functions that digital text books should have in the future and also on ‘discovering cultural contents’ among multi-media contents. The way in which the multi-media function was carried out in 2009 revised CD ROM was minutely examined and the direction in which to develop in future was discussed.
This paper looked at three themes of eight middle school CD ROMs –traditional festival [customs], historical figures [history], and edifying figures [story], by thoroughly examining these, several common characteristics could be found.
Firstly, in 2009 revised middle school CD ROM, the multi-media function was used restrictively. The composition was concentrated in ‘introduction’ and ‘advanced section’ and the expression mode consisted of six forms, mainly ‘image + text presentation’, ‘text + audio combination’, ‘image + text + audio combination’, ‘video + text + audio combination’, ‘chart presentation’ and ‘question presentation’. Observing these led this study to suggest that multi-media function should also be utilized more widely in ‘assessment’ as well as in ‘introduction’ and ‘advanced section’ and for presentation method, it was suggested to insert ‘audio’ function and to develop ‘question presentation’.
Secondly, it was discovered that the contents were meager. This study actively looked for commercial contents and introduced some of them to emphasize the fact that the educational contents should have the degree of completion and fun that are not short of the commercial contents. In addition, this study also suggested to consider utilizing the AR(Augmented Reality) when using ‘chart presentation’ for ‘historical figure’ in present education field where it is at the transition period that full application of digital text books is imminent.
Lastly, it could be observed that the multi-media function, animation in particular was used uniformly in all chapters. To address this, the researcher suggested to use ‘image + test +audio combination’ for ‘traditional festival [customs] where there were strong cultural influence, ‘chart presentation’ for ‘historical figures’ and ‘video + text +audio combination’ for ‘edifying figures’. The reasons to support this were also presented.
This study is meaningful first attempt to examine the multi-media contents in Chinese character education which has more relevance in middle and high school classes where radical changes are expected due to full implementation of smart education policy. More concretely, the following three points could support the value of this study:
1) Presenting the direction of development of digital text books suitable for smart educational environment.
2) Presenting the possibility of various class models by suggesting educational development methods.
3) Presenting the modern approach to ease the current crisis of Chinese character education.