5C原則應用於英國華語與文化課程設計之行動研究

An Action Research in Designing Mandarin and Chinese Culture Courses in England based on the 5Cs Principle

陳羿廷(Yi-Ting Chen)

指導教授 ： 彭妮絲

中原大學/人文與教育學院/應用華語文研究所/碩士(2015年)

https://doi.org/10.6840/cycu201500617

摘要

本研究旨在以美國5C原則設計一套適用於英國中學學習者的華語與文化課程。研究者於2012年9月參與由臺英雙方共同合作執行的「臺英拓展視野計畫」，前往英國Pilton Community College中學擔任為期十個月的華語教學助理，除了推廣華語外，亦加深英國學習者對臺灣與華人文化的理解。此計畫雖辦理多年，但學校仍無完整的華語課程系統，也無編列專業教材，再加上華語師資缺乏及受限於課程時數，因此本研究期以於短時間內提升學習者學習華語的動機及興趣。
本研究採行動研究方法，研究對象為四個八年級班。以課堂觀察記錄、教學反思、語言專家課堂評鑑與反饋等質性研究為主，另輔以問卷調查從事資料蒐集與分析，經過四次循環研究歷程，解決教學情境中的問題，並加以修正教學策略與方式，最後由學習者進行學習成效認知評估，以了解本華語課程的實施效果為何。
研究結果發現，以美國5C原則所設計的英國華語與文化課程能夠提升學生的學習動機與興趣，同時有效幫助學習華語、臺灣及華人文化。課程設計方面，華語教師需考量學生的學習風格，以學生為中心，應規劃能夠現學現用且容易有成就感的學習內容，以大量的圖片和影片等視覺刺激讓學生學習新資訊，同時安排有實際操作與文化體驗的學習活動；教師教學方面，不宜安排太多的語言知識內容，如漢語拼音及聲調教學，追求趣味性、實用性和生活化的教學是華語教師重要的考量因素。將課程內容與學生的生活經驗加以連結，針對臺灣與英國兩國的語言和文化進行比較，並促進生活與交際上的交流，以激發學習者的內在學習動力。最後，本研究成果期能提供有志於英國中學從事華語教學的教學者在未來課程設計上之參考。

關鍵字

臺英拓展視野計畫 ； 英國中學華語課程 ； 美國5C原則 ； 學習風格 ； 文化教學

並列摘要

The research aims to design a Mandarin and Chinese culture course to British secondary school learners based on the 5Cs principles. Participating in the Broadening Horizons Scheme held by the Taiwan and the UK governors in September 2012, the researcher had been working as a Mandarin teaching assistant at Pilton Community College for ten months. The purpose of the course is not only to promote Chinese language, but also encourage British learners to learn more about Taiwanese and Chinese culture. Although this project has been conducting for many years, the school has not arranged regular Mandarin curriculums into school subjects, along with no offer for classroom materials for Mandarin courses, insufficient Mandarin teachers and limited course time. As a result, the purpose of the research is to stimulate learner’s interest and motives for Chinese learning in a short period of time.
The “action research” approach undertaken included research into conducting four classes of eighth graders. The qualitative research mythology was adopted in this study. Data collected includes classroom observation, researcher’s teaching journals, evaluation from specific experts, along with questionnaire data. Problems were solved and teaching strategies were modified during the four cycles of action. Eventually, the researcher understood the result of the implementation of the course by analyzing the learning assessment conducted by the learners themselves.
The study result shows that the Mandarin and Chinese culture course based on the 5Cs principles is able to promote learner’s Mandarin learning motivation and interest, and meanwhile, assist them to learn Mandarin, and Taiwanese and Chinese cultures. As for curriculum design, Mandarin teachers should consider learner’s learning styles by planning the content which is student-centered, easily accomplished, and can be immediately put into practice. Secondly, highly quantified visual stimulation, such as pictures and video clips, is implemented to let learners acquire new information. Thirdly, arranged activities of hands-on practicing and cultural experiencing are applied for learners’ immediate use after lessons. As for class teaching, do not over-stress linguistic knowledge for learners, for example, Hanyu Pinyin and the tones. Pursuing fun, practical and life-related learning content is an important issue to consider for Mandarin teachers. Connecting the learners’ life experience with learning materials, comparing the languages and cultures between Taiwan and the UK as well as developing interactions in life and social communication are aspects included to stimulate their intrinsic motivation. Lastly, the study results are hoped to serve as a reference regarding curriculum design for teachers who aspire to teach secondary school Mandarin in the UK.

並列關鍵字

Broadening Horizons Scheme ； Mandarin courses of secondary schools in England ； American 5Cs principles ； learning styles ； cultural teaching

參考文獻

林素卿(2012)。教師行動研究導論。臺北：麗文文化事業股份有限公司。

黃台珠、蔡秀芳(2000)。營造學生為主動學習者之合作行動研究。科學與教育學報，4，197-218。

張金蘭(2010)。5C理論在華語文教學中的運用。中原華語文學報，5，71-90。

孟慶明(2008)。在美國非華語環境下中文教學策略之行動研究。國立臺灣師範大學研究所碩士論文。

陳芷安(2011)。華語迷你課程之行動研究—以英國Pilton Community College中學為例。中原大學應用華語文研究所碩士論文。