- 期刊
- OpenAccess
教材的本土元素與兒童學習遷移的共振：基於澳門兒童中文教材《中國語文》的ISM分析
Mutual Influences of Local Elements of Textbooks and Children's Learning Transfer: An ISM Approach to Chinese Textbooks for Children in Macao
摘要
目前境外漢語教材趨向本土化和低齡化，澳門在中葡文化交匯和融入灣區建設中塑造了中文教育的特殊格局，其正試圖脫離對向外引進中文教材的倚重，着手出版與試行兒童本土中文教材。本研究以澳門出版的《中國語文》（一年級上冊AB）教材為研究對象，採用解釋結構模型法（ISM）分析教材的知識結構層級及其本土元素分佈，嘗試探究澳門兒童中文教材的本土元素如何影響兒童學習者的學習遷移。結果表明，本土元素以實地景觀媒介、體裁同類異現、地域文化黏連鑲嵌於教材結構層級中，從教材的宏觀環境、中觀互動發展以及微觀個體能動性三個層面顯示，當中的本土元素對兒童學習者產生不同程度和類型的學習遷移作用，至此提出教材的本土元素對兒童學習遷移的適應性啟示。
並列摘要
Offshore Chinese-language textbooks tend to be localized and geared toward younger students. In the context of Sino-Portuguese cultural exchange and Bay Area integration, Macau has established a distinctive form of Chinese language teaching. Macau is seeking to discontinue the importation of Chinese language textbooks and instead publish Chinese language textbooks written by local authors for children. This study utilized interpretive structural modeling to analyze the sample textbook's knowledge hierarchy and distribution of local elements. The researcher aimed to determine how the local elements of Chinese language textbooks for children in Macau influence the students' learning transfer. The results indicated that local elements are integrated into the structural levels of the teaching materials through the medium of the field landscape, the resemblance of the genre, and the adhesion of regional culture. The three levels of macro-environmental, meso-interactive development and micro-individual dynamics of the materials demonstrated that the local elements have varying degrees and types of learning transfer impacts on child learners. Finally, we provided recommendations on the local elements of textbooks for the children's learning transfer.