遠距華語文化課程設計之教學反思—以德國海德堡大學漢學系國畫與書法課為例

本研究旨在藉由遠距華語「國畫與書法課」課程設計，探索適合德國海德堡大學漢學系開設之入門遠距華語文化技藝類課程教學模式。本研究使用內容分析法、參與式觀察法與半結構性個別訪談法，根據課程架構、學習者需求與專業性材料作分析，再結合第二語言習得理論與遠距教學互動性來規劃課程，並採混合同步與非同步遠距教學模式。課程內容設計以國畫為主，書法為輔，以「永字八法」、「花中四君子」、「花卉」、「動物」、「食物」和「水果」6大主題進行教學，並利用不同的媒材結合節慶與手工藝創作，增加課程趣味性和互動性。課程目標為讓學生透過體驗中華傳統藝術，增加目的語文化的了解與中文輸入，以提升學習動機與促進其中文學習。經教學實踐後，對整體課程框架、教學教材與錄影、學生反饋訪談進行反思並優化課程設計。研究顯示透過大量的自然中文輸入，學習者對中華文化有更深的了解，且課堂活動有助於紓壓，亦提升其在聽力、漢字認讀、詞彙方面的華語學習成果。經教學反思後，發現本課程較缺少口說訓練、書法教學較單調與較缺乏課程評估方法，故除優化教學大綱與教材外，更利用線上平台MyET設計口說輔助課程與增加口語表達活動。書法教學嘗試除了題字、春聯，也含詩詞教學。為增加互動性和成就感，利用線上平台Padlet另增期末成果展活動。最後，提出遠距華語技藝文化類課程設計教學建議。

關鍵字

遠距教學；課程設計；第二語言習得；教學反思；文化課程；國畫與書法

並列摘要

The aim of this study is to explore the appropriate teaching model for an introductory distance learning Chinese cultural arts course offered by the Institute of Chinese Studies in Heidelberg University. There are two sections in this qualitative study. The goal of the course is to increase students' understanding of Chinese culture and provide more target language input through experiencing Chinese traditional arts, thereby enhancing their overall motivation and performance in Chinese learning. In the first section, the researcher uses content analysis to analyze the curriculum structure, learner needs, and professional materials, combining the result with the second language acquisition theories and distance learning interactivity to design the course. The overall planning adopts a hybrid synchronous and asynchronous distance teaching model. The course content is mainly Chinese painting and supplemented by calligraphy, with six main themes： "Eight Principles of Yong", "Four Noble Plants", "Flowers", "Animals", "Food", and "Fruits". In addition, in order to increase student interest and interaction, the content is applied to different materials and media, combining Chinese painting and calligraphy with festival activities and handicrafts making. In the second section, the researcher uses participant observation and interview methods to collect reflection materials. There are six first-year students of the Institute of Chinese Studies in Heidelberg University who participate in this course and the individual interviews. The length of each semi-structured interview is 1.5 hours with 18 questions including learner background, learning motivation, overall course design and assessment, distance interaction mode, Chinese learning effectiveness, learning difficulties, and course suggestions. At the end of the whole course, the researcher reflects on the overall curriculum framework, teaching materials and videos, and interviews of students’ feedback, and then optimizes the curriculum design. The researcher found that through extensive natural Chinese input, learners gained a deeper understanding of Chinese culture and the course activities helped to relieve stress. Moreover, students also enhanced their Chinese learning outcomes in listening, Chinese character recognition, and vocabulary. After reflecting on teaching, the researcher also found that there is a lack of oral training and evaluation methods, and the content of calligraphy is relatively monotonous. Therefore, for future iterations of this course, the researcher recommends optimizing the syllabus and teaching materials, including using the online oral learning platform MyET to design supplementary exercises and adding oral expression activities. Along with inscriptions and spring couplets, the calligraphy teaching also includes poetry teaching. To increase the interactivity and sense of accomplishment, the redesign adds a final performance exhibition by using an online platform Padlet. Finally, the research offers general teaching suggestions and a model for distance CSL/CFL cultural arts courses.