| 摘要: | 本研究採文獻探討法與內容分析法，對初級華語教材《學華語向前走》第一冊至第四冊課文內容進行圖文情境的探究。
歐洲共同語架構CEFR 將一般語言發生的語境分為：私人、公眾、教育和職業四大領域，並列出這些領域中所構成外部情境包含的要素，以及可能產生的語言交際主題，為語言使用者可能面對的語言使用情境提出建議分類。由於插圖在教材的編寫與應用中具有重要地位。今日對外華語教學已蓬勃發展，插圖的良窳，影響學習與教學，如何透過對教材插圖的科學研究，插圖如何幫助教學與學習是一個重要的問題。因此本研究的範圍設定在插圖的情境研究方面。
就目前兒童華語教材而言，國內的對外華語教材插圖仍存在著些許不足之處。因此，本文選取台灣僑委會新編教材《學華語向前走》第一冊至第四冊課文教材，以其中的插圖為研究題材，結合內容分析法來檢視教材中插圖的配置和運用情況，並分析這套教材的插圖在形式和內容上存在的問題。研究發現：1.漢字方面：漢字難學和難教是華語教學上的普遍認識，漢字起源於圖畫，這為漢字教學利用插圖保證了源流上的理據性；《學華語向前走》的漢字圖文，可幫助非漢字文化圈的學生將漢字的形音義結合起來學習和記憶。2.詞彙方面：《學華語向前走》所選的詞彙以生活上常用的為主，配合插圖可讓學生快速理解。3.語法方面：由淺入深，螺旋上升，以句型條進行說明，配合插圖有助於了解使用的情境。本研究建議：文圖宜相符，注意種族性別平等，刪除多餘的、不需要的插圖，內容不宜有錯誤示範，例如邊走邊吃等。教學內容的主體部分是課文，文中已涵蓋所需掌握的詞彙和語法點，教學活動中的練習是對內容的強化和鞏固；建議練習中，可利用插圖創設虛擬的環境，練習聽、說、讀、寫等溝通能力，以圖文共現幫助學習。本文期能為教材插圖的改進、運用和開發提供一些借鏡。
This research studies use Content Analysis to research the book 1st to 4th of“Let’s learn Chinese”, and focus on the relation and context between illustrations and textbooks.
In the rapid development of teaching Chinese as a foreign language, it is the important main pionts of how to construct the textbook which is full of interest and deeply welcomed by the learners through scientific and clever use of illustrations. However, at present, there are still many shortcomings in Chinese teaching as a foreign language textbook illustrations. Therefore, based on certain principles, we select the book 1st to 4th of“ Let’s learn Chinese”textbooks for children primary Chinese as a foreign language. Taking the illustrations as the research objects and combining the content analysis, we examine the illustrations in configuration and utilization of this textbooks, and analyze the problems in the form and content of this textbooks’ illustrations.
The lesson content includes conservational texts, new words, and sentence structure training as well as other kinds of application exercises. Songs and games are used where appropriate; and audio files are available for download online. Throughout the teaching materials, the Chinese characters, vocabulary, sentence patters, and grammatical structures are quantified and ordered. Both phonetic symbols (Bopomofo) and Hanyu Pinyin are used, and the vocabulary and grammar in each volume advance “from low to high proficiency level with the concept of spiral curriculum,” and are very common and usable. The grade levels have shared themes tying together the series. They expand from the narrow to the broad and are appropriate for schools to use for topic-based education, in anticipation of advancing learners’ familiarity with this range of common topics.
After these search, we give some suggestions for the design and utilization of the textbooks illustrations, we hope can provide some good suggestions to improve the Chinese textbooks’ illustrations in the future. |
