針對泰國漢語學習者之 書法教學實施研究

A Study on Chinese Calligraphy Course for Thai students

黃佛明

指導教授 ： 信世昌 博士

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2012年)

摘要

研究者基於泰國高等教育甚至於初高中學校開放不到十年時間的漢語教學，有感於漢語教學逐漸受到重視，學習漢語的風氣在曼谷有蓬勃發展的現象，所有相關漢語教學課程如雨後春筍般的出現，但學習漢語對外籍學生來說始終是個學習難點，學習者面臨想學卻學不起來的窘況，因此本研究目的為研究泰國漢語學習者之書法教學研究，以得其研究者之興趣。
本研究目的在於探討針對泰籍漢語學習者之書法教學偏誤、書法教學的模式、促進泰籍學生經由學習書法提升正確漢字書寫之能力的策略為何，及探討書法課程對泰國學生的影響。並從客觀的角度探究在於中國書法教學上所遭遇的困難，對寫字教學中如筆性、運筆、筆劃正確、格式與行款、結構、教學等是否瞭解是何意義。
本研究的過程分為需求分析研究，搜集整理相關文獻資料，分析泰國學生書法課問題與結果，結論。研究過程探討泰國學生學習書法是否有助於對中文學習漢字書寫、結構、筆順、筆畫、部件以及對中國文化有更深入地瞭解，或是其他對漢語學習相關具備良好的基本能力。研究方法為文獻分析法(Document Analysis)，書法課的老師和學生及學習者書法分析，包括課堂習寫、作業、考試卷等。內容分析法(Content Analysis Research) 包括訪問、觀察、問卷等與結論。本研究之受訪對象於私立泰國華僑崇聖大學中國語言文化學院開設之書法課。學生蒐集資料中從兩班50名學生選出32名學生作為資料分析，研究結果發現兩班的不同教學法影響學生學習效果，分析內容為學生平時書法書寫漢字的功課、課堂習作、考試卷等為主，以書法錯字偏誤、佈局偏誤及學生書法習寫進展。研究結果顯示，泰國學生書法習寫偏誤現象為筆順不固定、筆劃筆形未能掌控、漢字字形結構及漢字佈局不固定等現象，另外本項研究希翼能作為泰籍學生外相關第二語言學習者的學習參考模式，也提供第二語言教學的書法教學教師一項教學指南。

關鍵字

書法教與學 ； 書法基礎教育 ； 書法教學 ； 書法研究

並列摘要

Though Chinese language teaching has a history of less than 10 years within higher education in Thailand, including junior and senior high schools, researchers feel that it is gradually becoming something that people are taking seriously.
In Bangkok, the atmosphere surrounding the learning of Chinese is one of flourishing development. All kinds of classes related to Chinese are sprouting up everywhere, but learning Chinese as a second language is very difficult from beginning to end. Many learners end up in a situation where they have the desire to learn, but simply do not know how to go about it. This research focuses on teaching Chinese calligraphy to native Thai speakers learning Chinese as a second language in order to pique the interest of researchers.
The purpose of this research is to explore calligraphic errors produced by Thai speaking learners of Chinese, the forms of teaching used to teach calligraphy, and to explain the reasoning behind the strategy of using the learning of Chinese calligraphy to promote the ability to correctly write Chinese characters as well as to discuss the influence calligraphy courses have on Thai students. Other goals include objectively investigating the difficulties that students encounter when taking Chinese calligraphy classes and ascertaining whether students understand the meaning of issues important to the teaching of calligraphy, such as stroke quality, how to use a calligraphy brush, the production of correct strokes, calligraphic patterns, the arrangement of columns, structure, etc.
The structure of this thesis is as follows: needs assessment research, the collection and discussion of related research literature, analysis of the problems with and results produced by calligraphy courses aimed at Thai students and finally the conclusion. This research includes an exploration of whether or not calligraphy courses aid Thai students in learning how to write Chinese characters or to understand their structure, stroke order, the strokes themselves, and character components. Additionally, topics such as whether these courses help Thai students in obtaining a deeper understanding of Chinese culture or to acquire any other basic and useful skills related to the learning of Chinese are discussed. Research methods include a document analysis, an analysis of calligraphy teachers, students and other learners, including in-class practice, assignments, exams, etc.;
Content Analysis, including interviews, observations, questionnaire, etc. and the resulting conclusions. The research subjects in this study are from a calligraphy class held by the college of Chinese Language and Culture at Huachiew Chalermprakiet University (HCU) in Samut Prakan, Thailand.
Student data was collected from two classes of 50 students each. Of these students, 32 were chosen for analysis. Analysis results show that the different pedagogical methods employed by the two classes had an affect on learning. Data taken into consideration for the analysis include normal classroom character writing assignments, in-class practice, and exams. These were utilized for the analysis of incorrectly written characters and errors, error distribution, and student calligraphy practice. Results show that errors committed by Thai students of calligraphy are centered around unstable stroke order, an inability to master stroke form and unstable character forms and character form distribution.
Lastly, it is hoped that this research will also be used as a learning model consulted by non-Thai second language learners and as a teaching guide for teachers teaching Chinese calligraphy to second language learners.

並列關鍵字

the teaching and learning of Chinese calligraphy ； basic education for Chinese calligraphy ； teaching calligraphy ； calligraphy research

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