| 摘要: | 隨著經濟不斷發展，大中華文化圈的國際地位不斷提高，漢語已經成為連接大中華與世界各國的重要橋樑。中華民族是四大文明古國之一，上下五千年源遠流長，傳統文化燦爛輝煌。其中，古文是學生感受傳統文化，提高自身語文素養與人文精神的重要方式。文言文是從中國先秦時期開始出現的一種書面語，一般是以先秦語言為基礎。因為古代漢語是中國古代很多文化成果的承載形式，諸如天文、地理、數學等方面的文化成果往往都是用古代漢語寫成而流傳至今的。華語學習者若理解文言文，更能領略中國文化的古典深厚、博大精妙。此外，文言文是現代漢語的源頭，現代漢語中的成語和典故絕大部分來自文言文，所以文言文是學習漢語不可缺少的一部分。
在文言文學習的過程中，興趣是提升學生學習效率與效果的重要方式。本文研究對象是某新加坡遊學團的國中生，年齡層從十三歲至十五歲，男生五名，女生十名人。本次課程時間為2017年11月14日至11月29日結束，除週五未排定課程外，星期一到星期四都會進行五小時華語課程，早上三小時的教學內容以台灣僑務委員會所編《高中華文》課本為教材，下午則進行兩小時專題課程，由華語教師自行設計課程主題及教學活動，筆者負責的主題為神話與文言筆記小說。本教學研究於課前進行分班測驗(前測，含口試)，課程中亦有進行兩次平時考，最後則有期末測驗(後測，含口試)，對於本研究期間學生的學習成果，研究者一一記錄整理。此外課後均指派作業，或是預習課文，以利教學活動進行。
本次研究中的短期遊學團的學生皆具備一定的華語能力，聽說讀寫方面都已有一定的程度，對於文言文也不至心生排斥，但在課程開始前沒有主動學習的意願，有些學生因為過去的學習經驗，認為文言文教學枯燥乏味，不過在實驗教學活動後這方面的問題有顯著的改善。
本次教學研究有基本的能力分班測驗，以利教師針對各班學生的屬性進行教學設計以及實行，而研究者在平時課程進行中亦進行兩次平時測驗，以利掌握學生的學習狀況及吸收程度，在課程結束時有一次總結性測驗評量，期望藉由前後測的成績差異比較，呈現學生於研究進行後的成效。
本次文言文教學實施成效的結果，學生對於文言文學習的興趣普遍得到改善，少部分的學生雖然對於文言文仍表示有學習壓力，但在本次的教學過程後，也使他們對於文言文的印象已有所好轉。
With the continuous development of the economy, the international status of the Greater China Cultural Circle has continuously improved, and so the Chinese had been acted as a bridge between successive Greater China and the rest of the world. Classical Chinese is a written language that is generally based on the pre-Qin languages and it had begun to appear in the pre-Qin period in China. Ancient Chinese is a bearing form of many cultural achievements in ancient China, such as astronomy, geography, and mathematics are often written in ancient Chinese and have been passed down to the present. If Chinese learners could understand classical Chinese, they will be able to appreciate deep-rooted and profound Chinese culture more. Besides, most of the idioms and allusions in modern Chinese are originated from Classical Chinese. Therefore, classical Chinese is an indispensable part of learning Chinese.
In the process of learning classical Chinese, inspiring interest is the best way to improve student’s learning efficiency and effectiveness. The subjects of this research are national middle school’s students of a Singapore study tour group. With five males and ten females aged 13 to 15 years old. The course was held from November 14th to 29th in 2017. Except for unscheduled courses on Friday, there will be a five-hour Chinese language course from Monday to Thursday. 《高中華文》The content of three-hour morning teaching is compiled by Taiwan Overseas Chinese Affairs Committee. In the afternoon, a two-hour seminar course is held by the teacher, with self-designing course themes and teaching activities. The author is responsible for the theme of myth and Classical Chinese literary sketches. Students are assigned for pretest (including oral test) for competence-based class grouping, with two regular exams and final exams (post-test, including oral test) included in the course. And finally, I will record and organize the results. Students will be given homework or pre-study texts to facilitate teaching activities after class.
The students of this short-term study tour group in this study all have certain Chinese language proficiency in listening, speaking, reading and writing. They neither reject to learn classical Chinese nor learning actively before this course. Some may even think that classical Chinese is boring because of their learning experience in Singapore. However, after the experimental teaching activities, the situation has indeed improved.
In the process of instructional design, it also includes a competency-based class grouping test, to facilitate teachers to design and implement based on different attributes of each class. The researcher also conducted two regular tests within the course to make sure teachers can know more about their learning situations. At the end of the course, a result test was conducted to show the alternation through the progress of grade after the study was presented.
As a result of the implementation of the classical Chinese teaching, students' interest in classical Chinese learning has generally improved. Although a small number of students still have learning pressure on classical Chinese, their impressions of classical Chinese has also improved after the teaching process. |
