以雙語合作統整閱讀理解模式為基礎之華語文讀寫教學研究

Teaching Chinese Based on the BCIRC

彭妮絲(Ni-Se Peng)

《臺北市立教育大學學報. 教育類》 42卷2期 (2011/11) Pp. 189-217

https://doi.org/10.6336/JUTe/2011.42(2)7

摘要

合作學習中的合作統整閱讀寫作法，是針對語文教學中閱讀、作文、說話三者缺少聯繫，彼此孤立的現象而提出。華語作為第二語言教學不是語言知識傳授課，而是門實踐性很強的語言技能訓練課，而BCIRC具有高度交互作用的本質，可使雙語教師有效而迅速地管理不同語言，及銜接兩種語言的讀寫活動，可以為大班華語文授課方式。知識是一個認知的過程，只有放在動態學習的過程中才能真正被掌握；所以如何透過有效的教學法和教學技巧以協助學生提升寫作能力，並學習寫作的技巧與策略，是華語教師需要關切與努力的課題，因此研究者以此為題探索。本研究在性質上接近行動研究，著眼於華語文大班教學的難題，及對於外籍學生寫作能力的要求，以二十二名越南生為對象，主要採擷雙語合作統整閱讀理解模式作為論述架構，以呈現戲劇編寫、應用文寫作等教學活動進程為例，在實際教學行動中融入華語文閱讀理解策略訓練，對於華文讀寫教學課題進行探究。在大班級的華語文讀寫教學，最大的難題在於學生的華語文能力差異極大，在教學過程中如果採用雙語合作統整閱讀寫作法，一方面經由同儕協助以提升華語能力，另方面重視個別發展，對於高華語文能力者之程度提升也能有所幫助。

關鍵字

華語文讀寫教學 ； 閱讀理解 ； 學習遷移 ； 雙語合作統整閱讀理解模式 ； 行動研究

並列摘要

The bilingual cooperative integrated reading and comprehension (BCIRC) is designated to dissolve the isolation among reading, composition, and speech in teaching language and is characterised by its highly interactive nature, which enable teachers effectively and rapidly manage to tackle the reading and writing activities of bilingual students and is suitable for the need of huge classes. Knowing is a cognitive process and knowledge can be fully grasped only in a dynamic learning process. The teaching of language is to help students have a good command of the target language and understand its cultural development. Teaching Chinese as second language, therefore, is more than teaching linguistic knowledge; it is hands-on practice to gain linguistic skills. That is, to find out a more effective teaching method and help students improve their abilities, skills, and strategies of writing is the important and urgent mission what teachers of Chinese language cannot ignore. It is the origin of this study. However, when one is teaching Chinese reading and writing to a huge class, as we know it, the biggest obstacle is the fact that the learners are of diverse abilities in learning and with different knowledge of it. This study, being one close to action research, is to conquer this difficulty and at the same time to meet the requirements for writing ability of foreign students. Adopting the BCIRC as its practical frame, this study is to explore the issues of teaching Chinese reading and writing by taking 22 Vietnamese students in a class with courses of script-writing and applied-writing as subjects and to the teaching of reading and writing the training of reading strategy was also added. It will reveal that applying the BCIRC to huge classes like the one mentioned above will on the one hand improve students' Chinese proficiency with the help from peer learners, and on the other, the individual developments are emphasised and therewith all levels of students alike will learn to their advantage.

並列關鍵字

teaching and learning Chinese ； reading comprehension ； learning transference ； Bilingual Cooperative Integrated Reading and Comprehension (BCIRC) ； action research

參考文獻

王金國、張新仁(2003)。國小六年級教師實施國語科合作學習之研究。教育學刊。21，53-78。

杜紹萍(1999)。合作學習對成人英語學習成就、行為、及滿意度影響之實驗研究(碩士論文)。中正大學成人及繼續教育研究所。

吳麗寬(2000)。合作學習對國小障礙學生閱讀理解與同儕社會關係之研究(碩士論文)。彰化師範大學特殊教育研究所。

余國瑞編(1999)。應用寫作理論與教學研究。香港:香港社會科學出版社。

岑紹基(2003)。語言功能與中文教學─系統功能語言學在中文教學上的應用。香港:香港大學課程學系。