華語教師跨文化意識經驗學習之研究

華語是世界上使用人口最多的語言，亦是「聯合國六大工作語言」之一。根據教育部的統計，在台灣學習華語的境外生人數逐年上升，至107學年度已達兩萬八千多人。台灣華語文教育產業已符合WTO服務貿易總協定認定之教育服務業，而華語教師乃此產業中面對來自不同國家、文化學生的第一線人員。除了華語教學專業外，華語教師的「跨文化意識」也成為影響教學進行的重要因素之一，因此本研究旨在探討華語教師跨文化意識之經驗學習，期能達到以下之研究目的：一、探討華語教師進入華語教學之前啟發跨文化意識的背景。二、探究華語教師於華語教學當中，曾發生在跨文化意識認知差異上的經驗。三、探討華語教師對於認知差異經驗的反思。四、探討華語教師於反思後所做的歸納。五、探討華語教師將其反思所學運用於教學活動。六、建議未來相關課程或作法來提升華語教師的跨文化意識。為達成上述各項研究目的，採用質性研究之訪談法，研究者對六名具五年以上教學年資，且目前仍在教學場域的華語教師進行半結構式訪談，得到以下六項結論：一、受訪教師都有接觸外語的背景，由此可驗證語言和文化是分不開的。二、課堂上觀察到的較多是與對比東西方學生在學習風格上、自我表達上以及師生關係上相關的。三、「先入為主」是相當大的知識誤區，教師錯失了得到新知或更新所知的機會，或許也因此誤解學生試著傳達的訊息，而學生也失去了跨文化意識學習的交流契機。四、畢竟是在台灣這個以師為尊的教學環境，多數教師也願意學習個體主義的教師觀點來截長補短。五、受訪教師都已經不自覺的用了「進行文化對比」的這個方法，也可以說資料與文獻產生了相當大的共鳴。六、受訪教師於作法的建議上呼應了應在經驗學習四階段後加入「分享」的階段。本研究以Kolb的經驗學習理論為架構，在具體經驗、反思、新概念以及應用上系統化的整理與輸出，並於最後給出建議，希冀對新手華語教師有所幫助，也對培育師資有所助益。關鍵詞：華語教師、跨文化意識、經驗學習

關鍵字

華語教師；跨文化意識；經驗學習

並列摘要

Chinese is the language used by the most population, and it is also one of the six working languages of the United Nations. According to the statistical report from MOE (Ministry of Education) in Taiwan, the number of foreign students studying Chinese has been rising year after year, and it’s up to more than 28,000 in Year 2018. Chinese language education industry in Taiwan is in line with the education service industry recognized by GATS (General Agreement on Trade in Services) of WTO. And Chinese teachers are the front-line staff in this industry facing students from different countries and cultures. In addition to the professional knowledge and teaching skills in Chinese language, the "cross-cultural awareness" of Chinese teachers has also become one of the important factors that affect the teaching, therefore, the purpose of this study is to explore the experience learning of cross-cultural awareness of Chinese teachers. In this study, the researcher conducted semi-structured interviews with six Chinese teachers who have more than five years of teaching experience and are still in the teaching field. On the basis of Kolb's experiential learning theory, the "sharing" stage in the literature is echoed after four stages: Concrete experience, Observation & reflection, Forming abstract concepts, and Testing in new situations. Hope that the systematic sorting and output of the reflection, the concepts and the testing are helpful to the novice teachers or the cultivation of teachers. Key words: Chinese Teachers, Cross-cultural Awareness, Experience Learning