日本大學初級華語教科書客觀與主觀文化題材分析

A Study of Objective and Subjective Cultural Materials in Beginning Level Chinese Textbooks Used at Japanese Universities

真島淳(Jun Mashima)

《臺灣華語教學研究》 16期 (2018/06) Pp. 165-198

https://doi.org/10.29748/TJCSL.201806_(16).0008

摘要

本文從數量、形式、內容與主題等觀點來分析43本在日本使用的初級華語教科書的文化題材，以便更精準理解現行華語教科書文化題材的特徵及問題。研究結果顯示，整體上，教科書中含括的文化題材不多，主要以日語專欄或對話形式呈現，而教科書中對話、短文、專欄等形式所呈現的文化面向各有不同。對話強調主觀文化的呈現，短文與專欄則重視客觀文化的呈現；無論是客觀文化或主觀文化，教科書文化題材的內容大多與日常生活息息相關，其重點在於描述可觀察的各種文化現象、語言表達、語言行為，但是對於其背後文化意涵的探討非常少。文化題材偏重於輸入目標語文化，然而對於自我文化的反思、文化對比不夠重視，亦即不僅是同屬漢字文化圈中日文化的異同，漢語文化圈內部的文化多元性也沒有充分呈現出來。希冀本文的研究結果能為今後華語教科書的編寫提供一些啟示。

關鍵字

日本大學 ； 初級華語教科書 ； 文化教學 ； 客觀與主觀文化 ； 跨文化溝通

並列摘要

Aiming to understand more precisely the characteristics and problems in cultural materials presented in the current Chinese textbooks used at Japanese universities, this study analyzes 43 beginning level textbooks from the viewpoints of quantity, form, content, and theme. The result indicates that cultural materials, both of the objective type (i.e. Big C) and of the subjective type (i.e. Little C), are not commonly presented in the textbooks. Although such materials can be found in the textbooks, they are mainly presented in columns written in Japanese or in dialogues, and the cultural aspects presented in dialogues, short essays and columns are found to be different. For example, dialogues emphasize subjective cultures, while short essays and Japanese columns emphasize objective cultures. Whether it is objective or subjective culture, the content of cultural materials is mostly based on students' daily life situations. There is a heavy focus on descriptions of various cultural phenomena, language expressions, and language behaviors, but rarely on the meanings of the underlying cultures. Furthermore, the cultural materials emphasize heavily on introducing the Chinese culture and tend to overlook its reflection in Japanese culture or cultural comparisons between the two. Even though Chinese and Japanese cultures belong to the same cultural circle, the textbook analyzed tend not to show cultural differences or similarities between Chinese and Japanese as well as the diversity inside the Sinosphere. It is thus hoped that the results of this study can provide a solid empirical foundation for improving Chinese textbook development in the future.

並列關鍵字

Japanese university ； beginning level Chinese textbook ； culture teaching ； objective and subjective cultures ； intercultural communication

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