華語文教師跨文化課室經營之探討

劉敏瑛

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Humanities > Linguistics
Humanities > Chinese Literature
College of International and Overseas Chinese Education > Graduate Institute of Teaching Chinese as a Second Language

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華語文教師跨文化課室經營之探討

A Study of Cross-Cultural Classroom Management of L2 Chinese Language Teacher

劉敏瑛 , Masters　　Advisor：信世昌　　

繁體中文

跨文化；課室經營；華語教學；華語文教師； Cross-Culture ； Classroom Management ； Teaching Chinese as a Second Language ； Chinese Language Teacher

Abstract │ Reference (136) │ Times Cited (13) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The objective of this study is to search in depth the principals of cross-cultural class management by L2 Chinese language teachers and research the possible difficulties they face and the way to overcome them.
The theoretical structure of this research project begins with the discussion of the characteristic and complications of the management of cross-cultural classes, then it proceeds to discuss the effects and influence of cross-cultural factors in L2 Chinese language classes upon the teachers and students. The descriptive method is adopted as the research method which provides a wealth of details and explanations in what actually transpired in the classroom. It can also provide solutions to the various points raised and achieve the objectives of this research paper. Using the technique of questionnaires survey and interviews relevant materials are collected and collated from  L2 Chinese language teachers in Chinese language centers affiliated to 13 universities. From information gathered from questionnaires survey it has established the common difficulties L2 Chinese language teachers encounter in cross-cultural class room management. From the results of interviews they have established the teaching attitude and actual means adopted by L2 Chinese language teaches in solving those problems. Using them as a basis to analyze and discuss class room management techniques and methods advocated by scholars and finally to accomplish the research objective of solving the common difficulties encountered in the cross-cultural classroom management. They comprise the characteristic of the students, their attitudes towards study and cross-cultural interaction with others; the special characteristics of teachers and their techniques in cross-cultural classroom management and their solutions to solving those difficulties. 
The results of the research have established the principals of L2 Chinese language teachers in the management of cross-cultural classroom management. They include (1) the specialized knowledge acquired by the L2 Chinese language teachers is a most important ingredient which they must possess because it is the basic and is also most desired by the students, (2) the understanding, knowledge and tolerance of cross-cultural values are the sole effective means for L2 Chinese language teachers to face students from different cultural backgrounds, (3) the technique of classroom management is the accumulated wisdom  of teaching experience which can be acquired through learning and reflection, (4) L2 Chinese language teachers need to depend on their personal teaching concepts to formulate a classroom strategy  suitable for their classroom management. It is only when teachers have their guidelines in place then the students can follow suit.

Reference ( 136 ) 〈TOP〉

陳瀅巧（2006）。圖解文化研究。台北市：城邦文化事業股份有限公司。
連結：
Carspecken, Phil Francis. (1996). Critical Ethnography in Educational Research: A Theoretical and Practical Guide. 鄭同僚審訂（2003）。教育研究的批判民俗誌─理論與實務指南。台北市：高等教育文化事業有限公司。
連結：
Ausubel, David A. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
連結：
Ayers, William. (2001). To Teach: The Journey of A Teacher (2nd ed.). Teachers College, Columbia University.
連結：
Baratz, S. S., & Baratz, J. C. (1970). Early Childhood Intervention: The Social Science Base for Institutional Racism. Harvard Educational Review, 40(1), 29-50.
連結：

Times Cited (13) 〈TOP〉

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