臺灣華語教材中的宗教民俗文化編寫研究

隨著全球華語熱延燒多年以及臺灣在國際能見度的提升，來臺學習華語的人次跟著逐年遞增，華語教學領域的理論發展亦方興未艾。根據劉珣（1994）的看法，華語教學過去經歷了語言結構導向和功能導向的階段，現在應更加著重於語言教學中的文化因素深化和導入研究，在教材方面，則應以「結構－功能－文化」三項並重的原則進行編寫。　　本文選擇宗教民俗文化作為研究課題。在華人社會中，臺灣的信仰文化相對多元而開放，且融合了儒、釋、道多方民間特色，但在華語教學領域，該如何針對信仰文化進行導入、該選取哪些內容、如何分級，仍欠缺相關研究。　　本研究選取市占率最高的三套綜合型華語教材作為研究對象，以內容分析法（Content Analysis）剖析教材文本，探討臺灣的華語教材涵蓋了哪些宗教民俗文化的項目以及如何編排，並根據分析結果和文獻理論，歸納華語教材的宗教民俗文化編寫原則，最後提出內容分級和教學方面的具體建議。　　研究發現，臺灣的華語教材在宗教民俗文化方面編寫形式多元，但在內容選材和分級方面並未有統一的標準，整體而言與理論層面有所落差。期望本文的研究結果和編寫建議，未來能作為教材編寫以及教學設計的參考方向。

關鍵字

華語教材；宗教民俗文化；文化教學

並列摘要

Due to the increase in popularity of the Chinese language and Taiwan’s international visibility, the number of people who visit Taiwan to learn Chinese has risen, prompting theoretical development in Chinese-language teaching. Liu (1994) argued that, relative to conventional structure-oriented and function-oriented Chinese-language teaching strategies, modern Chinese-language teaching strategies should incorporate cultural factors. Liu (1994) further argued for teaching materials to be compiled based on the structure–function–culture principle. Thus, this study focuses on religion and folk culture. In Taiwanese society, religious culture is relatively syncretic, incorporating various folk features from Confucianism, Buddhism, and Taoism. However, few studies have focused on how religious culture should be incorporated into Chinese-language teaching, with specific respect to which content should be selected and how it should be classified. Three sets of comprehensive Chinese-language textbooks with the highest market share were selected as the research targets in this study. The textbooks were analyzed using content analysis to explore how content on religion and folk culture are compiled in Taiwan’s Chinese-language textbooks and how such material is arranged. Subsequently, the principles underlying the compilation of teaching material on religion and folk culture in Chinese-language textbooks were summarized according to the content-analysis results and a literature review. Finally, this study proposes suggestions for content classification and teaching. This study revealed that various forms of compilation were adopted to incorporate teaching material on religion and folk culture into Taiwan’s Chinese-language textbooks. However, such textbooks lacked a unified standard in how the teaching material content was selected and classified, thereby indicating a theoretical gap. The findings and suggestions of this study aim to serve as a reference for the future compilation of Chinese-language textbooks and design of Chinese-language teaching strategies.