華語為第二語言之國小寫作教學行動研究 — 以電郵爲例

Abstract

在第一語言為英語，第二語言為華語的新加坡，與其他重視華語教學的國家一樣，面臨著一項相當艱巨的考驗。學習華語為第二語言的新加坡學生認爲學習華語無趣且困難，導致華語教師面對高度的教學挑戰。因此，身為一名華語教學者，研究者將研究的主題聚焦在華語的電郵寫作教學設計上，其研究目的有三：一為瞭解學生對所體驗的華語電郵寫作教學設計方案的態度和看法；二為瞭解並分析華語電郵寫作教學設計方案對學生學習成效之影響；三為檢討並發展適合國小四年級學生的華語電郵寫作之教學設計方案。 本研究採行動研究法，研究對象乃是研究者任教之新加坡國小四年級學生。研究過程中透過學生訪談、教學錄影觀察、問卷調查、學生成績、學生作品、文件分析等，以質性爲主，量化爲輔的方式蒐集相關資料，進行資料分析與歸納。 其研究結論如下： 一、大致上，學生對電郵寫作教學設計内容與方式持正面的學習態度，尤其是在所選擇的教學題材、教學媒體以及教學策略上。 二、電郵寫作教學設計對學生的學習成效具有正向影響，尤其學生的電郵考試成績明顯提升。同時，學生也掌握了電郵寫作的基本格式，學會以中文書寫及運用電腦發送電郵。另外，其設計的電郵寫作内容也提供了學生深化學習的機會。 三、教師乃是發展電郵寫作教學設計方案的關鍵要素，教師必須藉由師生訪談、教學觀察及不斷地省思，建立具目標性與個人特色的寫作教學設計。 根據研究結果與發現，研究者從教學設計以及教師角色二個面向，對於華語執教者提出相關啓示與建議，並對未來研究提供具體建議之參考，期待其研究發現能嘉惠相關人員提供理論及實務上的幫助。

Like all other countries who show emphasis in Chinese Language teaching, Singapore is currently facing a very difficult challenge, with English as her first language and Chinese as her second language. Singaporean students whom are learning Chinese as a second language find learning Chinese dull and difficult, resulting in Chinese language teachers facing a higher challenge in teaching. As a result, the researcher being a Singapore Chinese language teacher , focuses the topic of this study on the instructional design of Chinese e-mail writing , with three objectives in mind: to understand students' attitudes and views towards the learning experience of the Chinese e-mail writing instructional design ; to understand and analyze the impact of the Chinese e-mail writing instructional design towards the effectiveness of students’ learning ; to review and develop an instructional design on Chinese e-mail writing suitable for Primary Four students. The action research method was adopted in this study, with the researcher’s class of Primary Four students in a particular Singapore Primary school as the research participants. Throughout the research process, qualitative-based data, supplemented by quantitative-based data, were collected through students’ interviews, lesson videos observations, questionnaires, students’ results, students’ work and document analysis. All data collected were analyzed and summarized. The following conclusions were reached: (1) Substantially, students displayed a positive learning attitude towards the Chinese e-mail writing instructional design content and methods, expressing particular interest in the teaching matter, instructional media and teaching strategies used. (2) The Chinese e-mail writing instructional design brought upon positive learning results amongst students, as reflected in the significant increase of their e-mail writing scores. Students also mastered the basic format of Chinese e-mail writing, learned how to write e-mails in Chinese as well as the usage of the computer to type and send e-mails. In addition, the designed email-writing content provided students opportunities to deepen their learning. (3) The teacher is the key element in the developmental process and outcome of the Chinese e-mail writing instructional design. Being a teacher, student interviews, teaching observations and constant reflection are crucial to review and create a writing instructional design with specific targets and personalized feature. Based on the research results and findings, inspirations and suggestions were put forward to Chinese Language teachers in the aspects of instructional design and the teacher’s role. Concrete suggestions were also provided for future research reference, with the hope that the findings will benefit and aid relevant personnel in terms of both theory and practice.