將童軍活動融入華語教學設計之行動研究-以華語初級課程為例

本研究為透過童軍活動融入華語課程設計出適合的教學方法與模式，協助學生可以改善學習歷程，期許透過童軍活動方式，達到更貼近實際生活的情境，讓學生可以跟夥伴一同練習，不再是獨自埋頭苦讀，更達到增強其學習動機之效果。啟發於翻轉教室的教育理念，研究者試著尋找有別於一般華語教學方式，搭配團體溝通、肢體行動反應等華語教學法，跳脫出傳統華語教室上課模式，嘗試帶到戶外進行實際第二語言環境學習。　　透過行動研究的方式，分別進行為期一年、四個階段的實驗課程，四個階段的研究對象大多對學習華語與華人文化相當有興趣，不同處為：第一階段實驗於外語環境中透過童軍活動學習華語，主要為馬來西亞當地族群，如：馬來人、印度人等，學生主要是用英文來學習簡體字華語，有時候會受英文文法限制其學習思維；第二階段為是來自各國曾學習短期華語後的暨南大學交換生，想要讓華語更加流利而自願參加華語班課程；第三階段為泰國中學生到臺灣進行遊學，希望可以透過第二語言環境，達到更有效的學習；第四階段為暨南大學華語班附加戶外課程，跳脫出前三階段建築在既有的華語教材上，選擇適合的詞語與童軍技能密切融合，發揮笫二語言情境學習最大效果。每階段皆進行問卷調查、深度訪談與課室觀察，蒐集學習者的經驗與感受，了解學習者是否有改善學習歷程，以協助教師的教學上的反思與修正，並作為下一次的課程改進。　　本研究的結論可得知：一、透過童軍活動融入華語教學之課程設計、教學方法與策略，可達到有效學習；二、童軍活動可協助學習者改善華語文學習歷程。

關鍵字

童軍活動；華語教學；課程設計

並列摘要

The purpose of this action research on incorporating Scouting into Chinese class is twofold: (a) to provide good language training in motivating student and (b) to help students speak Chinese fluently in the real environment. The researcher performed four stages of action research for one year. Participants are all Chinese basic users, who would like to learn Chinese and Chinese culture. In the first stage, participants learned the Simplified Chinese through English in Malaysia. In the second stage, participants are short-term foreign exchanging students to National Chi-Nan University (NCNU) who want to speak Chinese fluently. In the third stage, participants are Thailand juniors in the study tour of NCNU. Thailand’s teacher hoped that students could learn the Chinese in second language environment. We invited the foreign exchanging students in NCNU to join the extra Chinese class in the fourth stage. The researcher broke the traditional way and tried to make Scouting as a main role of teaching Chinese. The researcher collected the feedback through questionnaire, interview and videos of classes. There are two conclusions in this study. First, combining the use of Scouting activities with Chinese teaching is an effective way of teaching Chinese. Second, Scouting activities help learners change the ways of Chinese learning .