一位教師於菲律賓中學華語教學專業成長歷程之研究

A TEACHER’S PROFESSIONAL DEVELOPMENT IN TEACHING CHINESE AS A FOREIGN LANGUAGE IN A SECONDARY SCHOOL IN PHILIPPINES

曾煒揚(Wei-Yang Zeng)

指導教授 ： 蔡喬育

中原大學/人文與教育學院/應用華語文研究所/碩士(2013年)

https://doi.org/10.6840/cycu201300789

摘要

本研究旨在了解研究者教師甫經應用華語文學系碩士班專業課程訓練後，第一次赴任菲律賓進行華語教學，從中觀察、反思在當地遇到的教學問題，如何採取改善策略，在理論與實務對話中，描述華語教學專業成長歷程與收穫。
研究者教師以僑委會教育替代役男的身分，赴任菲律賓馬尼拉J華校進行一年的華語教學工作，研究時間為一年，使用的研究方法為敘事研究法。研究期間，主要運用教學反思的技巧，關注研究者教師在這一年的教學歷程中教學問題，敘事、反思之。反思的面向包括華語課程設計與教學、班級經營輔導、教師敬業精神與態度，透過編碼的方式在四個階段的教學反思當中歸納了三十六個與三個教學反思面向相關題，並且透過四個階段教學反思意義脈絡串連，瞭解研究者教師針對每個問題教學改善情形，讓自己在華語教學專業上更上層樓。
本研究發現從接受華語教學課程的薰陶到初次赴菲律賓擔任華語教師的一年中，教師的華語教學專業成長歷程可分為五個時期：（一）文化衝突期；（二）文化融入期；（三）熱情受阻期；（四）熱情回覆期；（五）成長停滯期，這對研究者教師而言，具有即時性，對華語教學改善起了直接意義。對其他研究者或華語教師而言，本研究結果也許不具有可通則性，但在華語教學反思與敘事研究的精神與途徑仍值得參考。而且，在華語師資培育領域，結合敘事研究法與教學反思仍待更多研究者、華語教師或志同道合者努力投入、發展。

關鍵字

華語教師 ； 菲律賓華語教學 ； 華語師資培育 ； 華語教學反思 ； 華語教學專業成長歷程

並列摘要

This research aims to delve into the teacher-researcher’s initial experience as a CSL teacher in the Philippines after having undergone post-graduate studies and training in TESL Studies. Through observation of and reflection on the difficulties he had encountered, seeks to propose a strategy to improve upon these, and in the exchange between theory and real life application, he aims to provide a descriptive narrative of his growth and realizations as a CSL teacher.
The teacher-researcher went to the Philippines as an alternative military service teacher to engage in teaching for one year. He subsequently used this time for research, utilizing the descriptive narrative as his research methodology. During his research period, he used teaching reflection as a tool, focusing on the difficulties he encountered in teaching. The coverage of his reflection included Chinese lesson planning and teaching, classroom management and guidance, and the spirit and conduct of educational professionalism, which he organized chronologically into four stages. Through these he was able to come up with a relationship among thirty-five qusetion areas and three areas, thereby enabling him to establish meaningful connections and formulate corrective strategies, and allowing him to grow in the CSL teaching profession.
The researcher discovered that his journey of growth as a teacher, beginning from his acceptance of his mission until the end of his one-year teaching service in the Philippines , could be divided into five periods: (1) cultural conflict, (2) cultural assimilation, (3) hindrance in his enthusiasm, (4) the renewal of his enthusiasm, and (5) stagnation. These factors affected the teacher researcher directly and had a profound effect on his views with regards the need to improve Chinese teaching. On the other hand, this research may not be fully applicable for other researchers or Chinese teachers; however, the reflection and descriptive narrative methodology may be used as reference. In addition, the combined use of narrative descriptive research and reflective teaching as a tool for teacher training and development needs more researchers and Chinese teachers or similarly-inclined persons to participate in and develop.

並列關鍵字

TESL in the Philippines ； CSL teacher training ； CSL teacher professional development process ； CSL teacher ； reflective teaching in CSL

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