體驗活動在學齡期學生華語文教學之運用 —以蒙特梭利學校美國學生為例

體驗活動是一項能夠促進學齡期孩童透過實際感觸投入學習的方式，加深對學生學習的印象。同時，透過實際體驗，進行深動有趣的課程，並達到學習者有效學習華語文的進度。因此，本研究探討活動體驗運用在學齡期學習華語文的教學成果。透過活動體驗引用不同教學法，讓學齡者邁向不同情境的學習，幫助學齡期學習者投入學習，喚起活動體驗的經驗和知識，發展各別邏輯與思維並達成學習成果。研究對象是經由美國猶他州一間蒙特梭利學校，並以簡體字中文進行華語文教學。本研究透過Lighthouse Montessori Academy學校的二十名美籍學生，分別為六至十二歲的學生，以基礎到初級階段做為他們學習第二語言的研究對象，結合華人文化、戶外活動、遊戲設計和科技互動等活動體驗，進行華語文教學，並以文獻、需求探討和課程設計進行研究。本研究發現體驗活動能夠激發學齡期學習者達到更有效的學習狀態，並展開活潑有趣的華語文教學，對美國學齡期學習第二語言以上學習者提供有趣的華語文學習，同時提供給華語教學者參考，進一步探討美裔華語文學習者的優異勢，並對未來相關研究提出進一步建議。

關鍵字

華語文教學；蒙特梭利教學；體驗活動；美國猶他州蒙特梭利學校

並列摘要

Experiential Activities are a way to encourage school-age student to engage in learning through actual perception, and at the same time to have an impression of learning. Through practical experience, carry out deep moving and complete Chinese courses, and achieve the learning ability to learn Chinese. Therefore, this study explores the use of experiential Activities in Chinese language teaching at school age and its effectiveness. The activity experience allows school-age student to move into different situations and feelings, which can help school-age student to engage in learning, evoke knowledge of experience, develop individual logic, critical thinking and achieve learning results. The subject of the study was conducted through the Lighthouse Montessori Academy, a Montessori school in Utah, USA, and taught in simplified Chinese. In this study, twenty American students from the Lighthouse Montessori Academy School, from 6~12 years old students, from zero foundation to elementary stages as the research object for their second language learning, combined with Chinese culture, different outdoor activities, and research with literature, demand status discussion and curriculum design. At the same time, we will develop independent Chinese language teaching to provide complete Chinese language learning for American school-age learners or above and provide interesting Chinese language learning for American students.