華語文文化教材主題分析研究

學習語言為了溝通與生活，了解文化才能讓溝通達到更好的成效。語言及文化之間一直存在重要的關係，也相互影響。現今市面上出版的語言教材除了以學習語言知識與技能為主的形式外，也有專門給語言學習者使用的文化教材，學習華語文的教材亦是如此，除了學習華語的語言教材外，也有華語文文化教材，內容收錄各種與中華文化相關的主題，主要編輯目的在於，讓華語學習者了解與認識中華文化，使學習者在溝通與生活上更加順利以達到最好的成效。不過華語語言教材大多有一套清楚且完整的規準，可作為挑選主題內容的依據，但是這些規準並不適合於華語文文化教材，現今的華語文文化教材中主題內容五花八門，也沒有一個系統性的規準可作為挑選主題的依據。本研究以內容分析法為主，透過分析不同領域的學者對於文化的分類，找出適合收錄於華語文文化教材中的主題內容，進行歸納，形成文化類目表，再以問卷調查進行評估，最後分析及比較台灣及大陸華語文文化教材的文化主題，依據研究結果來檢視文化類目表中收錄的文化主題內容。透過本研究，了解兩岸間華語文文化教材中主題內容的差異，也能了解不同類型的華語文文化教材中文化主題挑選的情況。本研究所提供的文化類目表，可作為編輯華語文文化教材時，挑選文化主題內容的參考依據。

關鍵字

華語文文化教材；文化教材編寫；內容分析；文化主題

並列摘要

Learning language in order to communicate and live, but understanding culture can make communication more effective. There has always been an important relationship between language and culture, which also influences each other. Nowadays, there are not only language teaching materials mainly based on language knowledge and skills, but also cultural teaching materials designed specifically for language learners. The same is true of teaching materials for learning Chinese as a second language. In addition to teaching materials for learning Chinese, there are also teaching materials which content including a variety of topics related to Mandarin culture. The main editorial purpose of these cultural materials is to make learners aware of Mandarin culture, and let their life goes smoothly, also to achieve the best communication results. Most of Chinese language teaching materials have a clear and complete set of rules that can be used as a selection of subject matter, but these rules are not suitable for Mandarin culture teaching materials. Therefore, it is necessary to classify the subject of cultural in Chinese culture teaching materials, and work out a suitable set of regulations. This research conducted by Content Analysis. It contains three parts. First, researcher made “Category of culture” by analyze and induction the classification of culture which proposed by among scholars in different fields, and find out the suitable topics for Chinese culture teaching materials from the classification of culture. Then, Using the questionnaires to evaluate “Category of culture”. Finally, researcher analyzed and compared the topic of culture in Mandarin culture teaching materials from Taiwan and China. The results from the third part are used to evaluate the “Category of culture” for the second time. Through this research, we can understand the differences between the themes of Mandarin culture teaching materials in Taiwan and China, as well as the selection of cultural themes by different types of Mandarin culture teaching materials. In addition, the “Category of culture” provided in this research can be used as a reference basis for selecting cultural theme content when editing Mandarin culture teaching materials.