提升CSL中學生跨文化認知之主題課程設計研究─以英國中學生短期語文課程為例

Abstract

在全球多元文化發展下，外語學習不僅需要語言的掌握，同時也要了解文化的異同。隨著華語課程的增加與學習者的需求，短期課程成為現代青少年與兒童學習華語的重要管道，可在短時間內同時學習華語並體驗文化。在學習華語的過程中，身處於母語文化與華語文化的交集，常因缺乏對文化的了解而產生交流上的誤解，尤其短期課程的學生在有限的學習時間內更容易產生文化衝擊。因此，本研究以跨文化的觀念為主軸，透過比較臺灣文化與英國文化之間的異同，設計發展適用於英國CSL中學生的短期跨文化課程，並探討本課程對提升學習者跨文化認知的成效。 本研究以英國Canterbury地區中學生為教學對象，先進行相關文獻探討與回顧，並調查目前國內外重要的華語短期語文課程內容，作為本課程發展基礎。在研究方法上，採用問卷調查法、訪問調查法及行動研究法蒐集資料，探究本課程實施對提升英國中學生跨文化認知的成效。在課程設計方面，主要結合逆向課程設計與主題課程設計，以臺灣文化為主題中心，開展臺灣生活文化、臺灣民俗文化、臺灣飲食文化、臺灣藝術文化及臺灣休閒文化五大主題單元，並延伸為十個單元課程。 經由研究結果分析，顯示本課程確實在五個單元主題皆提升學生的跨文化認知。教學實施後，本研究提出下列建議：1. 以「課室學習─文化體驗─參訪活動」教學，讓學生先有跨文化認知再進行活動；2. 主題單元安排以多元智能考量不同學習風格，能滿足學生需求；3. 教學活動以競賽式合作學習搭配實作任務，可讓中學生融入課程，提升學習成效。最後歸納出本研究之結論與建議，以供國內外短期文化課程參考。Under the global multicultural development, learning a language is not only associated with the usage of a language, but is also associated with the understandings of the culture. With the increase of learners' needs, short-term courses become an important way for teenagers and children to learn Chinese given that students can experience Chinese culture while learning the language in a brief amount of time. In the process of learning Chinese, students are at the crossroads of first-language culture and second-language culture, so they often make misunderstandings while communicating with others, especially students attending short-term courses who are usually more prone to experience culture shock in a limited amount of time learning the Chinese culture. Therefore, this study focuses on cross-cultural concepts by comparing the similarities and differences between the Taiwanese and British culture. The main goal of this study is to design a cross-cultural course for British middle school students who are CSL learners, and investigate the effects of promoting students’ cross-cultural cognition. In this study, middle school students from Canterbury, Britain are the teaching subjects. At the beginning, the researcher conducted related literature review and survey during the current short-term Chinese courses, which are designed as the basis for this curriculum development. In regards to the research methods, using questionnaire survey, interview survey, and action research to collect data, and explore the effects of curriculum implementation for enhancing middle school students’ cross-cultural cognition. In terms of curriculum design, it combines thematic course design and backward design, subsequently making Taiwanese culture as the topic center, and carries out five units including Taiwanese life culture, Taiwanese folk culture, Taiwanese food culture, Taiwanese artistic culture, and Taiwanese cultural activities. These five units are extended to ten lessons as the structure of this cross-cultural course. Through the analysis of this study, the five units are indicated to enhance students' cross-cultural cognition indeed. After applying the teaching implement, the researcher summarized the following recommendations: 1. Follow the steps“classroom learning— culture experiencing— outdoor visiting,” as well as teaching. Students should acquire cross-cultural cognition before carrying out these activities. 2. In order to meet students’ needs of different learning styles, teachers should consider each individual’s multiple intelligence level in order to decide which teaching materials to implement. 3. Use competitive-cooperative learning and tasks as teaching activities, which would subsequently allow middle school students to participate more in the curriculum in order to elevate their learning efficiency. The last part of this study is to conclude all the information as the results and recommendations for further studies, as well as to provide for short-term Chinese language and culture courses both domestically and internationally.