華語教學中的馬華散文多元文化分析與教材設計

語言與文化是息息相關的，在學習語言的同時，也能夠認識該語言的文化。馬華文學是一群馬來西亞華人從自己的視角去詮釋馬來西亞的各色文化，因此馬華文學裡包含了戲劇、詩歌、散文、小說等多樣性的內容。其中，有一批作者使用文字將馬來西亞特有的文化特色與物品，以馬華散文的方式向眾人介紹馬來西亞的美好。同時，馬華散文中包含了各個種族的不同文化，因此能夠作為華文教材編纂的基礎。馬來西亞是一個多元種族的國家，但是真正了解馬來西亞各個種族文化的馬來西亞人又有多少呢？馬來西亞的原住民、峇峇娘惹和華人，每個種族當中都有自己的種族文化特色。當對特一文化不了解的時候，就會有文化隔閡，並且產生衝突。本研究的目的是能達互相理解與尊重對方的文化，讓友族之間相處的更融洽。馬來西亞政府已針對小學的非華裔學生出版了一套二語教材，但人數逐漸增加的非華裔中學生，卻一直沒有正式的華文教材去學習。因此本研究先使用內容分析法了解馬來西亞的教育制度，整理出適合的國別化教材編寫原則，再以多元文化教育與馬華文學為輔，設計出富含馬來西亞文化特色的華文教材。馬來西亞的華文二語教材數量稀缺，而且也沒有一本以多元文化為基礎的系統性教材。本研究以自編的教材為基礎，中高級的非華裔馬來西亞成人學習者為對象。每篇教材都涵蓋了生詞、語法、課文延伸之問題、文化生詞和文化延伸五個部分，讓學習者能夠達成有效的學習與複習之目標。本研究以德懷術問卷進行三次的問卷調查，邀請了五位曾使用國際化教材或擁有多樣華語教學經驗的華語教師評估教材。第一次的問卷調查是為了修訂評估教材的內容指標，第二次的問卷是根據第一次問卷的評估指標去評估修改後的教材，第三次的問卷則是為了確認第二次問卷中教師所提出來的問題是否解決。經過三次的德懷術問卷結果與教師們的意見，修改校正了四篇教材，改善了教材內的問題。由於馬華散文涵蓋了多元的民族文化，因此本研究以馬華散文為教材的基礎進行修改，發展成適合二語學習者的華語教材。這四篇教材分別為:<偷葬禮的男孩>、<砂朥越的長屋>、<峇峇漫談>和<拉子婦>。這四篇教材包含了多元文化的題材，希望學習者在學習語言之際，能夠透過課堂上師生或是生生之間的溝通與互動，達成認識各族文化之目的，減少因文化隔閡而產生的摩擦。希望本研究能對未來馬來西亞華文教材的編制上有所助益，幫助馬來西亞日漸增多的華文學習者，讓他們不會因教材的匱乏而放棄學習華文。

關鍵字

華文教材；國別化教材；馬華散文

並列摘要

Abstract Language and culture are closely related, while learning a language, you can also understand the culture of the language. Malaysian Chinese Literature is various cultures who interpret by a group of Malaysian Chinese from their own perspective and it contains drama, poetry, prose and novels. There are a group of authors who use texts to introduce Malaysia's unique cultural and objects to people, using Malaysian Chinese article to introduce the beauty of Malaysia. At the same time, Malaysian Chinese article contains different cultures of various races, so it can be used as the basis for the compilation of Chinese teaching materials. Malaysia is a multi-racial country, but how many Malaysians are really understand various ethnic cultures of Malaysia? Malaysian aborigines, Baba Nyonya and Chinese has its own racial and cultural characteristics. It will produce cultural gaps and conflicts when we don’t understand the culture of the race. The purpose of this research is to understanding and respect cultures for each other, to achieve harmony between races. The Malaysian government has published a set of dwilanguage textbooks for non-Chinese students in elementary schools. However, the number of non-Chinese secondary school students who are gradually increasing has not had formal Chinese textbooks. Therefore, this research uses content analysis to understand Malaysia's education system, sorting suitable country-specific teaching materials compilation principles, and uses multicultural education and Malaysian Chinese Literature as a supplement to design Chinese teaching materials with Malaysia cultures and characteristics. There is a deficiency of Chinese dwilanguage teaching materials in Malaysia, and there is no systematic teaching material based on multiculturalism of Malaysia. This research is based on self-compiled teaching materials, and is targeted at intermediate and advanced grade learners. Each teaching materials covers five parts who include words, grammar, extension questions of text content, cultural words and cultural extension, so that learners can achieve effective learning and review goals. In this study, three questionnaire surveys were conducted with virtue-based measurement, five chinese teaching teachers who had used international teaching materials or had a variety of chinese teaching experience were invited to evaluate the teaching materials. The first questionnaire was to revise the content indicators of the evaluation materials, the second questionnaire was to evaluate the adapted teaching materials based on the evaluation indicators of the first questionnaire, and the third questionnaire was to confirm whether the problem of content who found in the second questionnaire was solved. After three times of the results of the virtue questionnaire and the opinions of the teachers, four teaching materials were revised and corrected, and the teaching materials were improved. Malaysian Chinese articles cover diverse of ethnic cultures, this research is adapted from Malaysian Chinese articles as teaching materials and developed into a chinese language teaching material suitable for dwilanguage learners. The four teaching material include: "The Boy Who Stole the Funeral", "The Long House in Sarawak", "Baba Talk" and "La Zi Fu". Each teaching material contain multicultural themes, and hoped that when learners are learning languages, they can achieve the purpose of understanding the cultures of various ethnic races through the communication and interaction between teachers and students or students and students in the classroom, and reduce the cultural gaps and conflict. It is hoped that this research will be helpful to the compilation of Malaysian chinese teaching material in the future and help Malaysia's chinese learners so that they will not give up learning chinese due to the lack of textbooks.