運用留學小說實施高中跨文化理解教學之研究：以《戀人版中英詞典》為例

The Implementation of Teaching for Intercultural Awareness in a Senior High School by Using a Novel about Studying Abroad: A Case Study of A Concise Chinese-English Dictionary for Lovers

鄭宜津(Yi-Chin Cheng)

指導教授 ： 黃文定

國立暨南國際大學/教育學院/國際文教與比較教育學系/碩士(2021年)

https://doi.org/10.6837/ncnu202100003

摘要

本研究的目的首先分析《戀人版中英詞典》小說裡的文化元素，接著設計《戀人版中英詞典》跨文化理解的教學方案，並進行實際教學，以了解《戀人版中英詞典》跨文化理解教學方案的實施困難，以及《戀人版中英詞典》跨文化理解教學方案對學生跨文化理解的成效，最後提出未來實施運用留學小說進行跨文化教學的建議。本研究採取質性取向的研究方法，研究者先分析小說中的文化元素，並運用分析所得的文化元素設計跨文化理解的教學方案，之後，本研究運用教學日誌、省思日誌、學生訪談、學生學習單、教師教學方案與教學實施檢視回饋、學生學習回饋單等六種方式蒐集資料，以達成本研究的目的。本研究發現可歸納為以下四點：
(一) 《戀人版中英詞典》小說裡的文化元素包括表層文化和深層文化，其中出現次數最多的表層文化分別是信仰與行為、溝通型態、飲食，而深層文化要素出現次數最多的分別是個人主義／集體主義、以及不確定性的避免。
(二) 在分析完小說文化要素後，本研究《戀人版中英詞典》跨文化理解的教學方案的設計流程包含以下步驟：小說內容取材、訂定節課教學目標、選擇與組織學習經驗、專家檢核與建議、以及試教與修訂。
(三) 本研究在實施《戀人版中英詞典》跨文化理解教學方案的主要困難為時間較為不足，因此少數討論問題無法充分進行小組討論，導致學生們在抽象的深層文化要素的理解上較為困難。
(四) 《戀人版中英詞典》跨文化理解教學方案對學生跨文化理解的成效由學生學習回饋單可以看出，達成教學目標程度最高的是第四節課「飲食文化大不同」，而達成教學目標程度最低的是第五節課「各國價值觀大不同（個人主義／集體主義）」和第六節課「價值觀大不同（不確定性的避免）」。整體而言，本研究所規劃的課程有助於學生對跨文化理解的認識、對跨文化適應的了解、對中英文語言差異的認識、對華人飲食與英國飲食文化差異的認識、對個人主義與集體主義之價值觀差異的覺察、對不確定性避免之價值觀差異的覺察。

關鍵字

留學小說 ； 跨文化理解

並列摘要

The purpose of this research is to analyze the cultural elements in the novel of A Concise Chinese-English Dictionary for Lovers. To realize the difficulty of implementation of teaching for intercultural awareness, and its teaching effectiveness, the researcher not only designs but also implement the curriculum. At last, the researcher proposes some suggestions about the implementation of teaching for intercultural awareness by using a novel about studying abroad. In order to achieve the research purposes, in the beginning the researcher analyzes the elements of different cultures in the novel, and then designs the teaching project with the cultural elements adopted in the novel. The researcher also adopts the following methods to collect data: diary of instruction and reflection, interviews with students, the worksheet and the examination of teaching project and the feedbacks from the teachers, curriculum expert, and students. This research has concluded the following four essential findings by adopts qualitative research approach.
First, there are surface and deep cultures in the novel. In terms of surface cultural elements, beliefs and behaviors, communication patterns, and diet are included the most. As far as deep cultural elements are concerned, individualism/ collectivism and uncertainty avoidance are included the most.
Second, after analyzing the cultural elements in the novel, the teaching project were designed to include the following teaching process: selecting related materials in the novel, setting the teaching goals of each class, choosing and organizing learning experiences, curriculum expert’s review and advice, and teaching practice and revision.
Third, the primary difficulty of implementation of teaching for intercultural awareness by using the novel A Concise Chinese-English Dictionary for Lovers is the lack of teaching time. Therefore, some issues cannot be discussed thoroughly by students in small groups which leads to the difficulty for students to understand the abstract deep cultural elements.
Finally, the feedback has shown the fourth lesson "Different Food Culture" obtains the highest level of achievement according to the teaching purpose and the fifth lesson "The Values of Different Countries (Individualism/ Collectivism)" and the sixth lesson "The Great Differences in Values (Uncertainty Avoidance)" are the lowest. Overall, the curriculum designed in this research has a positive effect on students’ understanding of intercultural awareness, intercultural adaptation, the language differences between Chinese and English, differences between Chinese diet and British diet, different values between individualism and collectivism, and different values about uncertainty avoidance.

並列關鍵字

Novel about Studying Abroad ； Intercultural Awareness

參考文獻

壹、 中文部分

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