臺北市新移民華語學習班課程規劃之行動研究

Action Research on Course Planning of Chinese Learning Class for Taipei City New Immigrants

張慧貞(Huei-Chen Chang)

指導教授 ： 信世昌

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(2007年)

摘要

本研究之研究目的是以提升新移民之華語聽、說、讀、寫四項語言技能為目標，探討有關新移民的語言教學內容與教學策略。研究者先以文獻探討和問卷調查的方式，了解新移民的學習背景、學習動機、學習策略和學習需求，再規劃教學單元、設計教材內容，接著以行動研究的方式，對語言學習班的學生進行教學，並以觀察記錄和訪談的方式蒐集資料，最後將行動研究結果作成研究報告。
研究者依新移民的學習需求規劃教學課程，主要內容包含（一）熟悉注音符號拼音系統；（二）擴充詞彙量與了解詞彙意義；（三）練習生活常用會話；（四）學習漢字的識字、寫字與用字。在教學行動方面，研究者依教學目標與教學計畫進行，主要內容包含（一）注音教學；（二）詞彙教學；（三）會話教學；（四）漢字教學。在教學過程中，研究者以蒐集資料的方式檢視行動過程的優缺點，再針對過程中的缺失提出修正並再次行動，直到達成教學目標為止。
根據教學評量結果，研究者在實施所規劃的教學行動之後，確實提升了新移民華語聽、說、讀、寫四項語言技能。研究者將行動研究結果歸納如下：在課程規劃方面：（一）內容宜注重基礎課程；（二）內容宜生活化。在教學設計方面：（一）聽說讀寫並重；（二）以活動配合教學。在教學進行方面：結合各種教學方法來進行教學活動。在教學評量方面：（一）形成性評量；（二）總結性評量。
最後研究者提出四點教學建議：（一）奠定穩固的語言基礎；（二）文化課程融入語言課程；（三）以活動方式進行教學；（四）營造愉快的學習氣氛。提供給新移民語言教師作為教學上的參考。

關鍵字

行動研究 ； 新移民 ； 語言學習班

並列摘要

The purpose of this study is to discuss the contents and strategy of Chinese language teaching for new immigrants, and improve their ability in Chinese hearing, speaking, reading and writing. This study adopted literature review, questionnaire survey methods to explore the learning background, learning motivation, learning strategy and learning requirements of the new immigrants, planed the teaching units, designs the teaching contents, then taught the students of Chinese language classes by the method of action research, and made use of observation and interview to collect data. Finally, a study report was made by using the result of action research.
The researcher planed the teaching courses based on the learning requirement of the new immigrants. The course contents include (1) being familiar with the phonetic symbol spelling system; (2) enlarging the vocabulary and understanding the vocabulary meaning; (3) practicing the daily conversation; and (4) learning to know, write and use Chinese characters. In the teaching action, the researcher carried on it in accordance with the teaching goal and teaching plan, the main contents include (1) phonetic symbol teaching; (2) vocabulary teaching; (3) conversation teaching; and (4) Chinese characters teaching. During the teaching process, after inspecting the advantages and disadvantages of action process by way of collecting data, the researcher modified the defects and took the action again until the teaching goal was reached.
According to the results of teaching evaluation, the new immigrants’ ability in Chinese hearing, speaking, reading and writing has been improved after the implementation of the planned teaching action. The researcher summarizes the result of the action research as follows: In the planning of course:（1）It should focus on the basic course in contents;（2）The contents should be alive. In the teaching design:（1）The listening, speaking, reading and writing should be regarded as equally important;（2）Cooperate with teaching by activity. In the teaching process: Combine various teaching methods to carry on teaching. In the teaching evaluation:（1）Formative evaluation;（2）Summative evaluation.
Finally, the researcher proposes four teaching recommendations:（1）Establish the firm language foundation; （2）Incorporate the cultural course into language course;（3）Carry on the teaching by way of activity;（4）Build happy learning atmosphere. It will be offered to the language teacher of new immigrants as the reference on teaching.

並列關鍵字

action research ； new immigrant ； Chinese language classes

參考文獻

王建勤（主編）（2006）。漢?作為第二語言的學習者習得過程研究。北京：商務。

夏曉鵑（2002，2004）流離尋岸-資本國際化下的「外籍新娘」現象。台北：台灣社會研究。

葉?明（2002）。雙語教學之理論與實踐。台北市：師大書苑。

何青蓉（2003）。跨國婚姻移民教育初探：從一些思考陷阱談起。成人教育雙月刊75期。高雄市：高雄師範大學成人教育研究所。

王良芬（2004）。臺北縣外籍配偶家庭及社區生活適應之研究。台北市：國立臺灣師範大學社會教育學系在職進修碩士班碩士論文。