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  • 學位論文

四位華語文教師文化教學之研究

A case Study of Four Chinese Teachers in Cultural teaching of Chinese as a second language

指導教授 : 洪志成
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摘要


華語近年來成為各國外語選修的顯學,部分華語教師致力於透過文化融入進行教學,但是卻較少研究專門針對有關「文化」在此一融入教學中的運作型式。本研究主要對中部某大學附設華語中心的四位教師進行訪談與觀察,研究期程約9個月,主要研究其對文化融入華語文教學的實踐。 主要研究發現如下: 一、在教學方面,個案教師認為華語中心提供的所有課(包含文化課、參訪課)都是華語學習的範疇。 二、個案教師認為文化課的學習優先考慮以協同教學形式進行,因為實作課程十分需要其他教師的協助。 三、文化中技藝類教學上:部分個案教師希望學生能從零開始學習,亦能透過做中學融入語言教學中,參訪課的師生互動有教師自行講解、教師請他人講解以及教師請學生帶領老師等多種模式。 四、個案教師認為:能符合學生期待對特殊文化思想進行教學的教師在進行文化教學時不可多得,且難以替代。 五、教師在華語課堂上的融入方式以配合語言課本的內容代入為主,使用討論法、多媒體與體驗課進行教學,其中三位老師時常省略人物保留情節來講解文化故事。 六、在跨文化課堂上教學,有時會遇見衝突或歧視,教師對學生進行跨文化態度上的提點,會以轉移話題、協調、制止、預防、調班的方式平息跨文化間的衝突。 七、本研究之參與者教師的文化背景多半是以從小累積與歷經學術訓練最多,但每人又有些微不同,(1)受過文化思想專門教育的教師,是最精通各種文化,也對文化教學的精確性最堅持,(2)而受過正規體制中小學教育訓練的老師的教法為比較靈活。 八、個案教師對文化有深刻情感,皆表示文化對語言教學是有幫助的,會旁敲側擊讓學生對文化感興趣,面對挑戰有時亦會捍衛自身文化,認為身為華語教師應對自身文化有所喜愛,且文化是華語教師應具備的基本能力。

並列摘要


In recent years, Chinese has become a hot issue for foreign-language learning in many country. Many teachers effort to teaching Chinese as a second language. However, few studies focus on integrate the conception of “Chinese culture” in their teaching Chinese as a second language. This study adopted interviews and observations with four participants who taught in Chinese center in Central Taiwan.The focus were mainly on their practicing in culture of the Chinese language teaching. The main findings were as follows: 1. In the part of instruction, The courses which Chinese center offer were all including in Chinese as a second language; a teacher in this research consider that there were also contain “culture classes” and “culture of visiting lessons”. 2. In some Chinese teachers’ opinion, Teaching the class of Chinese culture had to considerate priority in the form of team teaching. 3. In a Chinese teacher’s opinion, he hoped the students in his own traditional cultural skills class could learn form ”zero”. Moreover, through Learning by practicing, traditional cultural skill also could be integrated into language learning. In addition to, the form of commentating could be teacher commentate by themselves or request other commentators done it; sometimes teachers asked students to take them to visit. 4. The case Chinese teacher thought that there were not enough teachers who could instruct special culture in the Chinese center, the seldom of ability teacher had become difficult to alternate. 5. Teachers could use the way to integrate culture in Chinese classes, for instance, discussing, using multimedia, learning through practicing. Three of the participant teachers used to omit characters but save plot. 6. In a Cross-Cultural class, teachers usually use the way changing the other subject, coordination, putting a stop, preventing and making students transfer classes to stop and prevent conflict. 7. The Chinese teachers in this research had abundant cultural knowledge because of their growing background and academic training. Two of them were the most special: (1) A teacher who had highly specialized culture education is the most proficient in culture and really insist on correctness. (2) A teacher who had learned about secondary education is more flexible in instruction. 8. The Chinese teachers in this research all had deep emotion to culture so expressing culture is benefit to learning Chinese. They used a lot of method to encourage their students to learning culture. When facing to challenge by other cultural, they maybe defend the culture of themselves. They considered that as a Chinese teacher teaching foreigners all have to love their own culture and have ability to teach it.

並列關鍵字

Cross-Cultural culture Chinese teacher

參考文獻


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