Liu, S. (2013). Tablets and Chinese Language Teaching and Learning. Journal of Technology and Chinese Language Teaching, 4(1), 64-75.
[刘士娟. (2013). 平板电脑与中文教学. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 4(1), 64-75.]

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Abstract/摘要：

This article reviews the development history of the tablet technology, introduces its major characteristics, and discusses its implications for Chinese language teaching and learning. Tablets are categorized into three groups based on the operating systems used (i.e., Apple's iOS, Google's Andriod, and Microsoft's Windows). Some popular tablets are introduced (e.g., iPad, Samsung Galaxy, Amazon Kindle Fire, and Microsoft Surface). Strengths of the tablet technology include being highly mobile (light and convenient to carry around), intuitively interactive (screen multi-touch with fingers), and multi-functional (e.g., Internet browsing, text reading and writing, photo taking and editing, audio playing and recording, video watching and recording, seamlessly sharing and publishing). Weaknesses include its heavy reliance on Wi-Fi and the quality of applications (apps) developed by third parties. The facts that not all students have access to a tablet and that students own tablets of various platforms limit the instructional use of the technology in classrooms. Other constraints include lack of pedagogical guidelines and support. It is suggested that instructors should not overestimate the impact of the tablet technology on language teaching and learning.

本文首先对平板电脑及其与智能手机的关系做了简单介绍，然后回顾了平板电脑近五十年的发展历史，接着介绍了各类平板电脑的主要特点。平板电脑按其使用的操作系统的不同可分为三类，使用苹果（Apple) iOS 操作系统的，使用谷歌(Google) Andriod 操作系统的, 和使用微软(Microsoft) Windows 操作系统的。文章总结了平板电脑的优点和不足，分析了如何利用平板电脑进行中文教学及需注意的相关问题。平板电脑作为近几年受到普遍关注的新技术，其自身所具备的一些功能和第三方开发的一些有关应用程序可用来提高中文教学。然而需要注意的是平板电脑的作用并不能过分扩大，在运用过程中也要注意到其局限性。