華語語法教學的備課難點與實務探究－以師資培育為導向

語法，是華語學習的重點也是教學的難點。研究者於師資培育過程中，發現教師備課失當是導致語法教學偏差的重要因素，然此類文獻極少，為協助教師有效提升備課效能，因而展開本研究。本研究是以臺灣華語系所30名師資生和18名在職華語教師為對象，期能藉由在職教師的實踐經驗為師資生提供解決問題的策略。研究分兩個部分進行：師資生語法教學備課難點調查、在職教師的備課實務訪談。最終，針對師資生的備課難點，總結出共26項，分為中文語感、語法知識、教學對象、教學操作、教具準備等五類，可作為日後規劃師資培育課程的參考。針對語法的備課實務，則由在職教師的訪談中歸納出共40個需注意的細節，包括備知識、備學生、備教法、備教具、備態度等面向，可作為師資生備完課後自我檢查的依據。此外，研究中亦分析了18名在職教師的教學程序，從中得知即便教學場域、教學對象不同，語法備課仍有其通則。

關鍵字

華語；語法教學；備課；師資培育

並列摘要

Grammar is a crucial focus of Chinese learning, but it is also challenging for teachers to teach. From the researcher's teacher training experiences, it is found that an essential factor that leads to inaccuracies in grammar teaching was caused by improper lesson preparation. However, there is lack of previous studies concerning this specific topic. Hence, this study aims to help and enhance teachers' lesson preparation efficacy and effectiveness. The subjects consisted of 30 pre-service teachers from the Department of Teaching Chinese as a Second Language in Taiwan and 18 in-service Chinese teachers. This study provided pre-service teachers with problem-solving strategies according to the practical experiences of in-service teachers in the interview with them. The study was divided into two parts: to investigate difficulties in preparing grammar lessons pre-service teachers might encounter and to interview in-service teachers for eliciting their lesson preparation procedures. Firstly, the study suggested that, because of the difficulties in preparing grammar teaching student teachers encountered, 26 items were found to cause problems while preparing grammar lessons. The researcher categorized these difficulties into five categories: Chinese language sense, grammar knowledge, target learners, teaching operations, and making teaching aids. These categories can be used as a reference for planning teacher training courses in the future. Secondly, the study concluded that, because of grammar preparation, there were 40 critical items elicited during the interviews with the current teachers taking part in this study. They included preparation of knowledge, preparation of students, preparation of teaching methods, preparation of teaching aids, and the teacher's attitude. These items can be used as a checklist for student teachers to prepare lessons. Finally, the study analyzed the teaching preparation procedures of 18 teachers interviewed. It was found that different teachers who teach various types of classes and different age ranges use various preparation procedures. Still, despite using different procedures, a core set of preparation procedures can be seen throughout all lesson preparations.