兒少華語研習營課程設計之個案研究—以國語日報社語文中心為例

本論文的目的在探討兒少華語研習營之課程設計，以個案研究法為主軸，針對國語日報社語文中心之華語研習營，分析其營隊設計理念與實施方式、課程設計與教材規劃、教學內容與實施成效，並探究其學習者回流因素。本研究採取參與觀察、人員訪談以及問卷調查等形式，蒐集之資料包括國語日報社文史資料、研習營系列教材、課程內容、文字資料、活動光碟、照片檔案、影音光碟、人員訪談、問卷調查等，將所蒐集多面向、深層次之資料，依質性研究原則與方式，經過文獻探討、文件分析、入班觀察、問卷調查與訪談編碼後，加以歸納彙整得到以下的結論：一、兒少華語研習營之營隊形式屬於短期語言技能增強之密集課程。二、兒少華語研習營之課程模式包括學習目標、學習歷程與學習情境。三、兒少華語研習營之課程規畫包括顯著課程與潛在課程。四、兒少華語研習營之招生形態包括暑期營隊、冬季營隊與春季營隊。五、兒少華語研習營之課程內容包括華語文課程與文化課程。六、兒少華語研習營只有暑期營隊分三種班別，包括全天班、半天班、單班課，營隊活動只提供語言學習課程，不提供住宿，僅全天班提供午餐。七、兒少華語研習營學生回流主要原因有六項，包括：華語課程分級精細、注重生活教育的潛在課程、自編教材系統完備、重視教師專業成長、午餐規劃用心兼顧菜色營養、環境舒適管理周全。本研究之限制有六，包括：入班觀察僅針對文化課程、未訪談文化課程之教師、未進行華語文教材內容分析、訪談對象未能普遍邀約各階段家長、問卷調查僅針對助教及家長未邀請學生填寫等。對於未來研究之建議，在形式與內容包括：增加課程觀察之全面性、增加學習者面向之分析、增加文化課家長與學生之問卷調查。

關鍵字

兒少華語研習營；課程設計；華語文課程；文化課程；個案研究

並列摘要

The purpose of this study is to explore the curriculum design of children and juvenile Chinese learning camps, focusing on the methodology of case studying. This study analyzes the concept and implementation process of the Mandarin Daily News Chinese learning camp, its curriculum design, its planning of class material, the actual content of teaching, and the result of the camp. The study also explores the reasons students sign up for the program again. This study uses observation, interviews, and surveys to collect information within the Mandarin Daily News program. The information collected includes literature and history of Mandarin Daily News, teaching materials of Mandarin Daily News workshops, Mandarin Daily News’ curriculum content, texts, activities documented in CDs, photo archives, DVDs, staff interviews, and questionnaires. The study collects information that is of diverse and profound aspects. The information is analyzed based on the principles of qualitative research. Through literature review, document analysis, in-class observation, questionnaire, and interview coding, this study reaches conclusions as follows: 1. The camp is an intensive program for short-term language enhancement. 2. The curriculum model of the camp includes learning objectives, learning processes, and learning situations. 3. The curriculum planning of the camp includes both explicit and hidden curriculum. 4. The enrollment types of the camp are summer camp, winter camp, and spring camp. 5. The content of the program includes Chinese language courses and cultural courses. 6. The camp has 3 types of summer programs: full-day, half-day, and single course. The programs include only language courses and do not provide accommodation. Only full-day program students are provided with lunch. 7. There are six main reasons why students in the camp return. The reasons are as follows: The program provides detailed classification; it provides both explicit and hidden curriculum; the program’s teachers provide complete teaching materials; there are distinctive teaching features; the lunch is prepared with care; the environment is comfortable and well managed. There are six limitations to this study. The limitations are: the class observation is only implemented in cultural courses; the study does not entail interviews of teachers of cultural courses. This study has 3 suggestions for future studies. Future studies could include in-class observation for Chinese language courses to more comprehensively understand the results of the courses. Future studies could invite students of Chinese language courses to give feedback by filling out questionnaires to perform analysis from students’ perspectives; Future studies could invite the students of cultural courses to give feedback by filling out questionnaires to understand students' learning interests and attitudes.