華語中心隱性課程探討之個案研究──以臺灣中部某大學為例

本研究旨在探討華語中心的隱性課程，分析其所具有的各種隱性課程項目及對於華語生與學位生的學習影響。本研究將隱性課程分為：物質環境、制度規章、文化心理、教學及延伸活動等四個項目。研究對象為臺灣中部某一大學之華語中心，研究方法採用文件分析、參與式觀察及半結構式訪談等方式蒐集資料並進行質性分析。研究結果發現：一、校園的環境與設備能夠應付日常學習需要，但學生更需要課餘之外的互動交流空間。二、華語中心在訊息傳達上尚能即時反應給教師與學生，但校園內的制度規章因語言問題與流程不一易造成訊息誤差。三、華語生與教師在課業與生活的聯繫更加密切，語伴制度亦能夠給予學生在語言學習與生活適應問題上的協助。然學位生課堂上鮮少個別的互動及表達機會，存在文化差異和國籍歧視；四、學生傾向參加有學習意義的課外活動，有助於增加人際關係並認識臺灣文化。最後本研究對華語中心提出建議：提供課餘交流空間、建立明確的規則與詢問管道並將之納入教學、建立導師制加強師生聯繫、鼓勵學生參與課外活動以減少跨文化差異及增進交際圈。

關鍵字

華語中心；隱性課程；物質環境；制度規章；人際互動；課外活動

並列摘要

The purpose of this study is to explore the implicit curriculum of a Chinese language center. It is also to analyze the various implicit curriculum components and their impacts on the learning of foreign students. This study classifies the hidden curriculum into four categories: physical environment, rules and regulations, cultural psychology, and curricular and extracurricular activities. Document analysis, participant observations, and semi-structured interview methods were adopted to collect data and conduct a qualitative analysis. The results of this study include: first, though the campus environment and equipment are able to cope with daily learning needs, students need more interactive space. Second, the Chinese Language Center can convey information to teachers and students immediately, but the rules and regulations on campus tend to cause misunderstanding due to language problems and inconsistencies in procedures. Third, the Chinese learners and their teachers are more closely related in schoolwork and life. The language buddy program can provide the students with assistance in language learning and life adaptation. However, the international degree students rarely have opportunities to interact and express themselves in class. There exist cultural differences and nationality discrimination. Fourth, the foreign students tend to participate in meaningful extracurricular activities, which can help to increase interpersonal relationships and understand Taiwanese culture. Based on the results, this study suggests that the center should provide extracurricular communication space, establish clear rules and inquiry channels and incorporate them into teaching, establish a tutorial system to strengthen the connection between teachers and students, and encourage students to participate in extracurricular activities to reduce cross-cultural differences and enhancing interpersonal interaction.