華語閱讀教材之設計與發展──以國際文憑大學預科課程為框架

本研究參考國際文憑組織（International Baccalaureate）的教育理念，以大學預科課程（Diploma Programme）中的初級語言課程（ab initio）為框架，用微小說的形式發展華語閱讀教材，希望學習者在學習中文時，也能培養世界公民的視野。為配合初級語言課程之教育理念，本研究參考內容本位教學法，將具反思性的社會議題融入微小說。學習者讀完故事之後，透過由促進國際閱讀素養研究（Progress in International Reading Literacy Study）中的閱讀評量方法：閱讀歷程所設計之問題，進行故事內容的分析，反思和討論議題。本閱讀教材提供基礎級A2的學習者使用，以可理解性輸入理論將教材等級延伸至進階級B1以上，幫助學習者藉由瞭解與反思社會議題以增進語言能力。依據發展研究法，本研究所設計之教材於完成後需給予教材評鑑者評鑑，於教材的第一次教材評鑑與修改後，開班試教本教材的第一課與第二課內容。之後研究者蒐集了學習者與觀課者之回饋，並以回饋內容編寫第三課和第四課，訂定出本教材的最終版本，並將最終版本給予教材評鑑者，進行教材的最終評鑑。本研究於編寫出四課教材內容後，所得到之結論如下：第一點，透過故事包裝反思議題能夠引導學習者進行討論與反思；第二點，主題性的微小說能夠實踐初級語言課程多元主題；第三點，圖文互動的設計理念能夠幫助學習者進行泛讀模式的閱讀理解；第四點，促進國際閱讀素養研究所提出的閱讀歷程可提供基礎級學習者有層次的閱讀理解。綜上所述，本研究根據研究結果對以國際文憑組織教育理念為框架所編寫之華語閱讀教材，提出相關的建議，以提供未來研究之參考。

關鍵字

國際文憑組織；大學預科項目；初級語言課程；閱讀教材；華語教材設計

並列摘要

This research aims to build the Chinese language teaching material including five sections: (1) Preface, (2) Text (micro novel stories), (3) Vocabulary, (4) Grammar, and (5) Discussion. The researcher designed this material based on the educational theories of International Baccalaureate (IB) and the curriculum of ab initio which is a course of Diploma Programme (DP). Utilizing this material to teach Chinese not only improve the student’s reading skill, reflective ability, and critical thinking. It also promotes the necessary skills and attitude to be global citizens for the students. To achieve this research goal, the researcher conducted the following steps. Firstly, the Text Unit was built by compiling the micro novel stories containing societal issues as content-based instruction. Secondly, the researcher designed the questions of the Discussion Unit by applying the assessment framework of the Progress in International Reading Literacy Study (PIRLS). Thirdly, the teaching materials of lesson 1 and 2 were assessed by the Chinese teachers who comprehend the teaching material compiling and have IB school teaching experiences. Based on this assessment, the researcher revised the materials and applied them to teach for five international students. Then, the suggestions and feedback from these students and class observers were collected to make lesson 3 and lesson 4. Finally, these lessons were also assessed by the same teachers above to obtain the final version of the teaching material. This teaching material is intended to teach for the Chinese learners at the A2 level. The level of this material can be extended to the B1, B2 and C1 level learners with the input i+1 method. With the arrangement of the words’ level, students can improve their language abilities by understanding and considering the social issues. The research reveals four main results. First, the story included reflective issues can urge students to discuss and reflect. Second, the micro novel with a theme can put the diverse subjects of the ab initio into the practical teaching method. Third, interaction between story and picture can help students to have better reading comprehension as the top-down reading mode. At last, the assessment framework of PIRLS provides A2 level students a step by step way to comprehend the reading materials. Besides, some suggestions were also offered for future researchers wanting to create teaching material with the teaching idea of IBDP.