華語迷你課程之行動研究─以英國Pilton Community College中學為例─

An Action Research on Mandarin mini-courses in Pilton Community College

陳芷安(Chih-An Chen)

指導教授 ： 宋如瑜

中原大學/人文與教育學院/應用華語文研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200209

摘要

「臺英拓展視野計畫」乃臺灣、英國雙方政府共同選送華語文教學助理至英國任教的一項計畫，其目的在推廣華語，並使英國學生瞭解臺灣及其文化。英國中學Pilton Community College於2007年因參與這項計畫而為此設置華語課，於2010年時，以「兩週五堂課」的方式，要求華語文教學助理為該校學習者提供語言和文化學習內容，故稱為「華語迷你課程」。
研究者於2010年10月至2011年7月擔任Pilton Community College的華語文教學助理，負責教授五個八年級班與三位九年級生的華語迷你課程，本研究之目的即在尋求一個合適的華語迷你課程總體設計。從「教師即研究者」的角度進行教學，以「參與觀察」的方式記錄課堂教學情況，透過行動、蒐集資料、驗證反省、再行動、再蒐集資料、再驗證反省的螺旋循環過程，解決教學情境中所面臨的實務問題，並達到研究目的。期間，研究者藉由文件分析與問卷調查進行資料分析，逐步解決研究問題，並瞭解華語迷你課程的實行成效。
研究結果發現，華語迷你課程總體設計第五版是本研究所要尋求的總體設計確定方案。而影響華語迷你課程總體設計的因素包括教學觀念、班級學習風格、學習時限以及教師備課能力；在課堂教學中，合作學習、課堂互動模式與教師的教學行為則會促進學習者的語言學習。問卷結果則顯示，華語迷你課程的內容能符合學習者的學習需求，並達到臺英拓展視野計畫的宗旨，但仍有許多主題值得教學設計者開發，提供給學習者學習，同時也要求提高課堂教學的互動性、趣味性和創造性，以激發學習者的學習興趣。
最後，根據前述研究成果，提出建議，期能提供給相關單位，或未來參與相關計畫的華語教學者之參考。

關鍵字

華語課總體設計 ； 英國中學華語課 ； 臺英拓展視野計畫

並列摘要

“Broadening Horizons Scheme” is a project that Mandarin teaching assistants were co-selected by the governors of Taiwan and the U.K. It aims to promote Chinese language and to encourage British students to know about Taiwan and its culture. Since Pilton Community College of the U.K. entered into the project in 2007, it opened a Mandarin curriculum for students. The Mandarin curriculum in 2010 was instructed five-Mandarin lesson every two weeks for each class, and the Mandarin teaching assistant was expected to design the lessons incorporated with language learning and culture knowledge. That’s why the curriculum was called as “Mandarin mini-courses.”
From October 2010 to July 2011, the researcher was working as a Mandarin teaching assistant for Pilton Community College and in charge of teaching five classes of eighth graders and three students of ninth graders the Mandarin mini-courses. Due to the uniqueness of such course, researcher planed to administrate an action research for finding out an appropriate overall design for Mandarin mini-courses. Data were collected through teaching journals and the classroom observation. Issues encountered in each lesson were solved through the cycle of action, data collection, verification and reflection. During the research period, the researcher answered the research questions step by steps by means of document analysis and understood the implementation effect of Mandarin mini-courses through questionnaire.
According to the study result, the overall design No. five is the final one. Elements affecting the overall design of Mandarin mini-courses are as follows: teacher’s teaching philosophy, class learning style, limit of learning time, and teacher’s pre-class preparation. As for class teaching, co-operative learning, interactive teaching, and teacher’s teaching behavior are beneficial to learners’ language learning. The result of questionnaire shows that the Mandarin mini-courses meet the learning needs as well as achieve the goal of “Broadening Horizons Scheme.” Nevertheless, there are still many topics of teaching design worth developing. Meanwhile, the course design shall be more interactive, interesting, and creative to stimulate learners’ interests to learn.
Lastly, based on the results of previous study, this study proposes suggestions to serve as a reference for relevant institutions or future participants of the scheme.

並列關鍵字

Broadening Horizons Scheme ； Mandarin courses of secondary schools in UK ； Mandarin courses overall design

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