新住民華語專班課室經營研究

文化大學機構典藏 CCUR > 文學院 > 中國文學系博士班碩士班 > 博碩士論文 > Item 987654321/23697

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題名:	新住民華語專班課室經營研究
作者:	陳友文
貢獻者:	華語文教學研究所碩士在職專班
關鍵詞:	新住民 New Inhabitants 華語班 Chinese Class 課室經營 Class Management Chinese as a Second Language
日期:	2012
上傳時間:	2012-11-06 11:02:47 (UTC+8)
摘要:	中文摘要本研究主要目的在探究新住民華語班傳統課室經營與人本課室經營的異同，瞭解各有何特色、有何發展潛力。傳統課室經營以新北市一所國民小學附設新住民華語專班教師10人，學員40人作為研究對象；人本課室經營以台北市一所社區大學新移民中文班教職員、志工教師共10人，學員10人作為研究對象，主要透過研究者參與、課堂觀察、師生訪談，瞭解課室經營的情形，結合理論分析，結果顯示：(一) 國民小學新住民華語專班在「課程經營」中，教師參與新住民相關研究方面，表現正向積極，非常具有研究精神。(二) 「教學經營」方面，國民小學針對華語文不同程度的學員給予不同的輔導，使學員得以在不同領域發揮；社區大學傾向於「時間區隔」的差異教學。國民小學在作業指導與綜合評量，均記錄了學員的學習狀況；社區大學並未對學員的作業與評量做記錄。(三) 社區大學在「教學環境經營」方面，教室設備佳，國民小學則開放許多設施，提供良好的學習環境與志工托育服務。(四) 在「人際關係經營」方面，國民小學善用教師期望與同儕力量，鼓勵學員繼續就讀附設補習學校，社區大學則否。國民小學多元文化的交流活動，大多走出教室；社區大學則將不同形態的文化交流帶進教室。根據研究結果，兩者各有其發展潛力，提出以下建議：(一) 社區大學志工走進社區，提供多面向的服務。(二) 社區大學採多元評量方式，將學員學習狀況做成記錄。(三) 社區大學落實志工分組分工，創造團隊價值。(四) 國民小學與社區大學教師持續參與新住民華語文教學研習。(五) 社區大學教師善用期望，鼓勵學員繼續就讀國民小學、國民中學附設補習學校。關鍵字：新住民、華語班、課室經營 Abstract The objectives of this study were to investigate, within the context of the Chinese Language Program for New Inhabitants, the similarities and the differences between traditional class management and humanistic class management, as well as their respective characteristics and potential for further development and improvement. The participants of the study were 10 teachers and 40 students from several Chinese classes of a primary school in New Taipei City, and 10 teachers and 10 students from a Chinese class of a community college in Taipei. In order to better understand various aspects of class management, data were collected through class observations and interviews with teachers and students, and suggestions for improvements and further developments were presented based on the analysis of the results. The results of the study showed that (1) Teachers from the primary school in New Taipei City were more motivated and enthusiastic in participating in research projects concerning the curriculum and pedagogy of Chinese language for new inhabitants; (2) The primary school provided different guidance and assistance according to the different language levels and needs of its learners, while the community college provided differentiated instruction in a sequential fashion. Homework guidance and comprehensive assessments were provided in the primary school, but not in the community college; (3) The community college provided better classroom equipment, whereas the primary school provided a better learning environment and after school child care; (4) The primary school used teacher expectation and peer influence to encourage new inhabitants to continue their language study upon the completion of the basic course, whereas the teachers in community college did not push their learners for further studies. The primary school offered multicultural activities exclusively out of class, but the community college integrated multicultural activities in class. According to research results, both the primary school and the community college have development potential: (1) Volunteer teachers from the community college can better use their time to provide non-language instruction related services to new inhabitants such as consultation and parenting; (2) Teachers from the community college should use different methods to evaluate new inhabitants’ learning progress , (3) Volunteer teachers from the community college should have a better labor division and job description ; (4) Teacher from both types of schools should continue to participate in the professional development designed for teaching Chinese as a Second Language; and (5) Teachers from the community college should better use the power of teacher expectation to encourage their learners for further studies. Key words: New inhabitants, Chinese as a Second Language, Chinese class, Class management,
顯示於類別:	[中國文學系博士班碩士班] 博碩士論文

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