教育現場時常利用媒介工具輔助教學,進而形成不同的教學策略。虛擬 實境雖已日漸應用於教育現場,但聚焦於文本理解之相關研究有限。本文以 高中生為研究對象,以情境模型理論為基礎,透過針對文言文內容設計的虛 擬實境教材,輔助傳統教學之不足,促進學生對文言文的閱讀理解、同理心 論述能力與程度。研究結果發現,虛擬實境教材相對於影音教學媒介,閱讀 理解能力與同理心論述能力皆有顯著影響;同理心程度方面則無顯著差異。

關鍵詞:同理心、國文教學、教學策略、虛擬實境、閱讀理解 

Multimedia-aided teaching is often used in school and turns out to be a different teaching strategy. Although virtual reality has been increasingly applied in school but the research on virtual reality related to textual understanding remains considerably limited. Focusing on high school students, basing on the situational model theory, and adopting the experimental method, this study uses the virtual reality teaching material designed for the content of classical Chinese texts to assist the traditional teaching, and enhance the students' reading comprehension, empathy discourse abilities and the degree of empathy. The result of this study indicates that the virtual reality teaching material has significant influence on the reading comprehension and empathy discourse abilities while there is no substantial difference in degree of empathy.

Keywords: Chinese teaching, empathy, reading comprehension, teaching strategy, virtual reality