- 學位論文
初級華語節慶教學行動研究 —以中秋節為例—
An Action Research on Primary Mandarin Teaching of Festival Themes –An Example of the Moon Festival–
摘要
本研究之教學方案是採用溝通式教學為理念的教學策略，並以21世紀外語學習標準（5C）為基礎所設計的主題式（節慶）課程模式，應用在初級華語教學的課堂，藉由語言與節慶文化的相互結合，設計出溝通式的節慶教學活動。本研究採行動研究，運用「參與觀察」、「個別半結構性訪談」、「寫教學省思札記」、「學習成就測驗」、「專家評鑑的問卷資料」，探究學生的學習狀況及教師在此歷程中的專業成長。本研究的兩次研究對象分別為研究者及其同事班級的學生，實施3-6週，6節課共300分鐘，本研究採方便取樣，以研究樣本8名學生進行資料蒐集與分析，得到以下主要發現與結論︰ 一、 溝通式節慶教學活動的實施和呈現方式 （一）結合既定（原有）的華語教學課程。 （二）採由「前置溝通活動」到「真實溝通活動」等循序漸進的原則設計。 （三）設計主題式的學習活動。 （四）擅用繪本與圖片輔助的學習策略。 （五）運用討論與合作的學習策略。 （六）擅用資訊科技輔助的教學策略。 （七）擅用多元評量方式。 （八）學習活動的設計要符合學生的程度並能引起學生的興趣。 二、華語教師與學習者對進行溝通式節慶教學活動的看法 （一）多數的華語教師對溝通式節慶教學方案均抱持著正面的回應。 1.華語教師老師願意嘗試利用溝通式教學法來教授「中秋節」的課程。 2.華語教師願意向其他華語老師推薦「中秋節」的教學活動。 （二）多數學習者對溝通式節慶教學方案均抱持著正面的回應。 1.溝通式節慶教學方案能營造正向積極的學習環境，絶大多數學生能接受本研究設計的課程， 希望未來的教學能繼續採用此教學模式。 2.多數學生滿意自己在各個單元的華語學習表現。 3.多數學生喜歡溝通式節慶教學模式的上課氣氛。 三、學習者在學習過程中的學習與互動情形 研究者歸納學生學習之特色：積極互動、主動且合作學習、反應敏捷以及主動提問。 四、溝通式節慶教學活動在初級華語節慶文化教學上的成效 （一）溝通式節慶教學方案對多數學生的華語學習有全面性的幫助。 1.有助記憶與理解學習內容。 2.增進學生運用華語的能力。 3.提高學習華語的動機。 4.提升對了解中華文化的興趣。 五、教師對教學行動的省思及專業的成長 （一）教學理論不能直接搬移與複製。 （二）教師必須熟悉各種華語教學策略，並賦予教學的彈性。
並列摘要
The teaching program in this study is fundamentally the learning strategies adapting “Communicative Teaching” as an ideal and the thematic (festival) course model thus designed is for the applications in the beginning level Mandarin Teaching Class; simply put it is a novel way to formulate a “Communicative Festival Teaching Activities Package” rough mutual integration between language and festival culture legacy. This study adapting participatory action research approach, explores the learners learning conditions and the teacher’s growth in expertise during the course of this study by making use of “participatory observation” “individual semi-structural interview” “writing teaching review notes” “learning accomplishment test” and “questionnaire data verified by specific experts”. The target subjects in the two studies under this research are the students at the researcher’s class and his peer teachers’ classes respectively; they were administered the teaching course for 3-6 weeks, 6 sessions each for 300 minutes in total. Furthermore, adapting convenience sampling, this study administered data collection and analysis on 8 students as study specimens and led to the major findings and conclusions as the follows: I. Implementation and Presentation mode of Communicative Festival Teaching Activities (1) Integrating the existing Mandarin Teaching Courses. (2) Adapting to step-by-step principles such as moving from “preliminary communicating activities” to “Real communicating activities” in doing the design. (3) Designing thematic learning activities. (4) Adapting learning strategies of making good use of illustrations and picture supplements (5) Adapting the learning strategies of discussion and collaboration. (6) Adapting the learning strategies of making use of IT aided mode. (7) Emphasizing the requirements of meeting the learners competence level and attracting (8) the interest of the learners during conducting the learning activities design. II. The respective viewpoints of mandarin teachers and learners on Communicative Festival Teaching Activities: (1) Most mandarin teachers hold positive attitude and response to Communication Festival Teaching Program. a. Mandarin teachers are willing to try Communication Festival Teaching Method in teaching the “Moon Festival” lesson as a trial teaching. b. Mandarin teachers are willing to recommend the “Moon Festival” lesson teaching activities to other mandarin teachers. (2) Most students hold positive attitude and response to Communication Festival Teaching Program. a. CFTP builds a positive and encouraging learning environment, in fact nearly all learners accept the program designed in this research, and expect the upcoming teachings to be delivered in this teaching model. b. Most learners feel satisfied with own performance in every mandarin learning unit. c. Most learners enjoy the classroom atmosphere created by CFTP teaching model. III. Learners’ Learning and interacting conditions during the course of learning The learner’s learning features evidenced through induction by the researcher: Behaving actively and interactively, learning actively and collaboratively, responding rapidly, posing questions actively. VI. The favorable impacts of Communicative Festival Teaching Activities to Beginning Level Mandarin Program Festival Culture Teaching (1) Communicative Festival Teaching Program demonstrates comprehensive help to most mandarin learners in several aspects: a. It fosters memorizing and comprehending the learning content. b. It enhances learners’ mandarin practical use competence. c. It promotes mandarin learning motivation. d. It intensifies interest in better knowing Chinese culture V. The teachers’ reflection on teaching actions and growth in expertise (1) Teaching theory cannot be copied and removed directly. (2) The teacher must have mastery in various mandarin teaching strategies.