深度討論(Quality Talk)運用於華語成語主題教學的課程設計

深度討論（Quality Talk，QT）教學方法是美國賓州大學P.K.Murphy團隊發展並實施於國立臺灣師範大學共同學科大一英文與大一國文的教學方法。本研究將深度討論教學方法融入於華語成語主题課程教學，而主要目的為：1、通過課堂的執行中瞭解教師在深度討論與主題教學結合遭遇的問題；2、探討中級華語的大學生進行深度討論過程的學習差異變化，從而瞭解學生的閱讀理解能力、高層次思考能力、批判性思考能力的進步程度；3、通過成語主題教學以及課堂討論學習加強學生自主學習能力能力、對華人文化理解與應用能力。本研究採用行動研究方法進行規劃與執行，並以華語中級水準的越南大學生作為研究對象。研究總結出結果表明：1、深度討論提升學生的學習成效（提升閱讀理解能力、課堂互動表達能力、加強文化知識理解能力）；2、幫助教師提高自己的教學品質，特別在引導討論的技巧。此外，結果還表明通過課堂教學觀察與問卷調查統計分析本研究發現課程教學對象相當符合華語水準中級學習者，另外成語主題學習與故事文本的選擇完全得到學生的支持，可刺激學生學習興趣，加強學生對華人文化之理解。本研究也有不足之處，主要包含：参考资料稀少、上課時間的不足與上課過程客觀因素之影響（組員結構、學生個人因素以及學生配合執行任務之限制）。目前深度討論教學法運用於華語文教學之研究還是有限制，特別在成語教學的結合非常稀少。研究者以深度討論做前提，進一步將其與華語成語相結合探討課堂所產生的問題並提出結論與建議，為華語成語教學課程探出新的發展方向、豐富華語成語的教學，為將來研究者提出相對性之參考。

關鍵字

深度討論問題類型；深度討論教學模式；華語成語教學；閱讀理解能力

並列摘要

In-depth discussion (Quality Talk, QT) is a research method developed and implemented by P.K.Murphy in the teaching of English and Chinese for first-year university students of Taiwan National Pedagogical University. The research studies the application of the Quality Talk method in teaching the Chinese idioms with three main research purposes including (1) understanding the problems that exist in the teaching method; (2) analyzing and investigating the process of changes and progress in academic performance of university students at intermediate Chinese language level, leading to a more understanding of the process of improving reading skills and higher-level thinking; (3) improving students' academic autonomy, while increasing the understanding and practical application of the lesson. In the research, action research is adopted and the involved respondents are Vietnamese students at intermediate Chinese language level studying at universities. The results show that Quality talk method improves (1) students’ learning outcomes (reading comprehension improvement, expressing capacity enhancement, deeper understanding of cultures); (2) the quality of teachers’ teaching, especially instructions for teamwork discussions (Teachers Moves). Moreover, the result also shows that the teaching program is totally suitable for intermediate Chinese language students and Quality talk method in teaching Chinese idioms is totally supported by students, resulting in students’ better understanding of cultures. The are some limitations in the research such as some restrictions on references, teaching time design and restrictions in teaching process (the structure of each discussion group, discipline accordance in task performance). With few researches in Quality Talk application in teaching Chinese, especially in Chinese idioms in the literature, the author proposes the application of Quality Talk in teaching Chinese idioms with some significant findings. Accordingly, recommendations and conclusions are given to find more solutions in diversifying Chinese teaching curricula. The research can be considered as a valuable reference source for other researchers.