以教育戲劇為教學策略的對外華語文教材教法探討

相關研究報告指出：特別是對於中級以上的語言〈華語〉學習者，藉由情境及戲劇表演的建構式教學是最能夠讓學習者主動滲透目標語及其文化，進而反身思考自己母文化的教學法，有別於傳統被動式的教學法。因此，研究者認為華語文教材的安排當中，文化情境及戲劇表演的建構式教學應該不能缺席，也是華語文教材當中急需研發的一個重要項目。本研究理論以von Glasersfeld和Piaget所提出的認知論及Vygotsky的社會文化論（Sociocultural Theory）組合成建構式教學的教育哲理為基礎，佐以Way、Courtney、Bolton和Byram的教育戲劇（Drama in Education）理論為主。本文研究目的有二：（1）教材方面，分析並比較兩岸中級華語教材是否具建構式以教育戲劇為教學策略的教材特色。（2）教法方面，探討建構式以教育戲劇為華語教學策略，如何融入對外華語文教材。研究結果顯示：三本教材的共同特色是文本皆呈現事件進行的場景，並且各展現出不同年齡層及不同性別人物的對話與反應，具有情境、角色、對話等三個要素。三本教材雖利於建構式以教育戲劇為教學策略，但部分教材在假設情境、文化焦點、實用且富趣味方面仍有待改善。本文建議：教師在編寫此類教材應注意以下的原則：（1）內容反映文化因素。（2）以接近現實生活的溝通對話為文本內容來反映真實社會。（3）實用與趣味兼備。

關鍵字

華語文教材教法；建構式教學；教育戲劇

並列摘要

Research has indicated that for language (Mandarin Chinese) learners above the intermediate level, constructive teaching through situational and dramatic performance is the optimal means of enabling learners to improve their target language proficiency and gain cultural knowledge, which helps them reflect on their own culture. Constructive teaching differs substantially from traditional passive teaching. Constructive teaching lessons on culture and drama should be included in Mandarin Chinese curricula. The theoretical foundation of this research is constructive teaching, which combines the epistemology proposed by von Glasersfeld and Piaget and the sociocultural theory of Vygotsky, which was expanded by Way, Courtney, Bolton, and Byram in their theory of drama in education. This study determined whether intermediate-level Mandarin Chinese teaching materials are conducive to drama-based constructive teaching in Taiwan and China and investigated how such teaching can be assimilated into Mandarin Chinese teaching materials. An analysis of three textbooks revealed that the text presented the scene of an event. Each textbook contained dialogue from people of different ages and genders and included three elements: situations, roles, and dialogue. Although the three textbooks are conducive to drama-based constructive teaching in education, one is substandard in terms of its hypothetical situations, cultural focus, practicality, and learner interest. Teachers should ensure that textbooks accurately reflect culture, contain realistic dialogue, and are both practical and interesting.

並列關鍵字

Mandarin Chinese teaching methods and materials ； constructive teaching ； drama in education

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