內容導向教學融合數據驅動學習模式應用於商務華語師資培育研究

內容導向教學整合觀（Content-Based Instruction，簡稱CBI，以及Content and Language Integrated Learning，簡稱CLIL）是基於一種對語言教學的如下認知：只有同時給予語言系統和內容相同的重視，才能促進兩方面的同時發展。Bauman（1998）研究發現網路資源可提供商務英語教師真實材料作為規劃課程之用，數據驅動學習（Data-Driven Learning，簡稱DDL）即是使用真實語料引導學生進行發現學習，是一種以學習者為中心的學習法。本研究結合內容導向教學（CBI 及CLIL）以及數據驅動學習（DDL），應用於商務華語師資培育，以發展師資生之商務華語教學與應用真實材料進行教材編纂的能力。在商務華語教師應具備之學科專業知能中，本研究側重發展「商務專業知識能力」及「商務情境教材編纂能力」知能。本研究即以商務華語課程為操作場域，臺灣北部某大學華語職前教育師資生為研究對象，藉由知識輸入與實作兩部分，發展出一套融合認知、實作與反思的商務華語師資培育程序。本研究所發展的教學模式，可作為未來商務華語師資培育之參考；而發展的商務華語教學方式，期待可作為第一線商務華語教師進行教材設計及教學時之參考。

關鍵字

商務華語；內容導向；數據驅動學習；師資培育；教材研發

並列摘要

The professional competencies a Business Chinese teacher should have include: 1. the ability to explore the need of a learner; 2. the ability to develop customized curriculums; 3. the ability to understand or acquire professional business knowledge; 4. the ability to teach Business Chinese; 5. the ability to compile business situated materials. This study focused on preparing Business Chinese teacher trainees for the third, fourth, and fifth competencies mentioned above. Content-Based Instruction (CBI) is an integrated perspective based on the idea that only emphasizing both language system and its content can improve learners' developments together. Bauman (1998) shows that the Internet can provide Business English teachers with real materials for planning courses. Many people learn language from teachers and textbooks, while the Data-Driven Learning (DDL) is a method of learning foreign language through utilizing authentic materials. It takes language as data and suggests that students be instructed by teachers to input authentic materials for learning language. This is a method focusing on the process of learning. The project reported in this paper combines the CBI and DDL and applies them to Business Chinese teacher education, aiming at developing teacher trainees' abilities of teaching Business Chinese and compiling learning materials based on authentic materials. The subjects are teacher trainees in a Business Chinese course at a university in northern Taiwan. The goal is to establish a training procedure containing cognition, practice and reflection through knowledge input and practice. It is hoped that the teaching model constructed will be applied to Business Chinese teacher education and the Business Chinese teaching method developed in this study can be applied by school teachers to design materials.