古典詩歌華語文教材的設計與編寫研究

Abstract

對外華語詩歌教學是以古詩歌為內容的華語教學，長期以來，古詩歌教學大多被認為對第二語言學習者而言過於艱澀，而學習者也覺得古詩歌在日常交際中無用武之地，因此在華語教學中很少涉及古代詩歌。其實古代詩歌中凝練的語言、含蓄的表達更能代表中國人的傳統思維，學生不僅能透過古典詩歌提昇語文能力，還能多方面地瞭解華人的文化思維及民俗習慣。唐詩是我國詩歌發展的鼎盛時期，可以作為第二語言學習者認識古代詩歌的代表教材。本研究以唐代詩歌為主題，實際設計對外華語唐詩教材以展示古典詩歌在華語教學中具體應用的新模式。本教材在前人所提出的編寫原則之外，也歸納出三點設計華語古典詩歌的教材重點原則：一為文學性，學生能藉由教材了解到不同體裁的特徵以及寫作手法，認識這些手法與內容、主旨的關聯，並理解作家的思想、情感、立場、感悟與批判。二為文化性，學生可藉由教材認識作品的社會背景、文化傳統和歷史變革，了解特定人群在特定時期普遍遵守的習俗和信念，並與自己的國家文化作對比，了解並尊重不同的文化差異。三為連結性，教材要能跨越時空與國別的差異，將學生的生活與文本連結在一起，讓文本對學生的思想有所啟發。Chinese poetry teaching as a second language is based on the classical poetry. For a long time, the teaching of classical poetry has been considered too difficult for second language learners, and the learners also feel that classical poetry is useless in daily communication. Therefore, classical poetry is rarely involved in Chinese teaching. In fact, the condensed language and implicit expression in classical poetry represent the traditional Chinese thinking. Students can not only improve their language skills through practicing classical poetry, but also understand the Chinese cultural thinking and folk customs better in many ways. The main purpose of this research is to explore the teaching materials as foreign language using Tang Poems, displaying the new model of teaching classical Chinese poetry.In addition to the compilation principles proposed by the predecessors, this materials also summarizes three principles for the design of Chinese classical poetry materials: The first is literary principle. Students can learn about the characteristics of different genres and writing methods through the material, and understand the writer’s thoughts, emotions, and positions. The second is cultural principle. Students can use materials to understand the social background, cultural traditions and historical changes of the work. The third is connective principle. The material should be across time and space, link the life ofstudents with the material, and make students inspired by the text.