| 摘要: | 中文摘要
本研究之以「十二生肖」為主題，探討對外華語中語言教學與中國十二生肖文化的相互結合，其應用於中級華語課程之研究。本研究的教學設計以美國外語教育21世紀外語學習標準─5C為基礎，以溝通式教學為理念，結合與十二生肖有關的成語所設計的文化主題式課程教學。
本研究採取行動研究法，研究者以一個中級華語班級的八名外籍學生為研究對象，進行共十二次的教學設計及實施。運用「學習前後測驗卷」、「教室觀察記錄」、「教學省思札記」、「學習者訪談分析」探究學生的學習狀況、溝通能力的表達、詞語運用及學習興趣的提升。研究者同時記錄、省思教師在此歷程中的專業成長。
本研究以質性記錄及施測結果分析、歸納學習者表現及成效。學生在經過教學後，學習參與度提升、教學過程中踴躍提問及回答，學習態度變得積極主動，學習反應熱烈。學生並提升不同文化知識的連結，增進與老師、同儕溝通交流的能力，及對十二生肖與其他中國文化的學習產生了極大的興趣，達成有效進行融合語言及文化的教學。
基於教學及研究結果，本研究提出文化課程可採取主題化方式融合語言課教學，及華語文化教學的設計應考量的要素。最後提出研究限制及建議以作為未來相關文化教學之參考。
Abstract
This study takes “the Chinese Zodiac” as the theme and aims to discuss how to integrate the Chinese Zodaic into the culture component of an intermediate Chinese as a second lan-guage class. The experimental teaching is designed for the purpose of intergrating the cultural theme, based on 5C Standards (America ACTFL’s Standards for Foreign Language Learning in the 21st Century), the principlesof Communicative Language Teaching (CLT), and combine elements of Chinese idioms related to twelve Chinse Zodiac.
This study adopts the methodology of “Action Research,” and the author instructed this designed culture class for eight foreign students who are learning Chinese in an intermediate class. By using research tools of “Pretest and post teast”, “Classroom observation record”, “Teaching reflection notes”, “Analysis of interviews”, this study trys to explore students’ learning conditions, their commiuniation ability, uses of words and expressions, and interests enchancement as well. The instructor recorded reflections during the teaching progress for the improvement at the same time.
In this study, the qualitative approach is adopted to examine the students’ oral behaviors in class. The Quantitative approach is used to analyze the results of the pretest and posttest. After the experimental teaching, the students have increased their class participation; the stu-dents became positive, initiative, and started to respond enthusiastically. The students also have improved their capacity of linking with different culturel knowledge, enhanced the competence of communicating with people, and had greater interest in the Chinese Zodiac and other Chinese cultural learning. It reached an effective teaching integrating culture com-ponent into a language teaching class.
Based on the teaching and research results, this study proposed that the culture class may be integrated into the language teaching well by considering specific themes class. The above essential principles should be considered to reach effective learning. Finally, this study has been collated and analyzed in order to assist future progress in the field of culture teach-ing. |
