華語教師教學省思研究---以泰國中華國際學校10年級外語班為例

Abstract

身為一名教師，應該具備教學自我省思的意識，這不僅是對自己教學專業上的精進要求，亦是對學生負責任的態度。因此，本論文旨在探討筆者在華語文教法上的優缺點，並針對缺失來探討與改進，以提升華語文的教學能力。論文的架構總共分為五章。 第一章緒論包含了研究的背景、動機與目標，以及研究的範圍。 第二章文獻探討則從與本研究相關的第二語言教學法和教學策略等文獻，來探討如何有效的運用在教學實務上。 第三章研究方法則透過教材、教案、教學日誌、問卷、教學錄影以及逐字稿等做為研究的工具，而主要是以問卷並輔以筆者的教學錄影為調查的方式進行。本研究之問卷對象則以華語老師和華語文教學研究所的學生為主，經由填問卷者觀看筆者的教學錄影後，再為筆者做教學反饋。 第四章則根據本論文開放式的問卷問題，經由回饋者的回饋與教學理論等來作一番剖析與研究。本問卷的問題內容包括了聽方面的「聲調糾音」、寫方面的「書寫大意」、詞彙方面的「抽象詞語」等等教學活動的省思與回饋，另外還包括了「念課文」、「阻止學生上課抄筆記」、「同音字/近音字詞」、「課文講解」以及「教學媒介語」等等綜合教學活動的省思與回饋。 第五章結論。經過本研究的分析與結果，歸納出以下幾點華語教學省思的重要性: 1、省思華語教學活動前教案設計的重要性。 2、省思華語教學活動中如何提升察覺與應變能力的重要性。 3、省思華語教學活動後改進與實踐的重要性。 4、省思華語教學活動前、中、後的歷程必須以學習者為中心的重要性。 希望以上的研究結果，可促進華語教師對教學省思的重視，以及掌握教學省思的方向，進而對教學的設計與實施更臻完美。

An important requirement for teachers is to thoroughly understand their individual teaching style and strategy. Through the self-reflective process of creating this awareness, they not only demonstrate the ability to develop a higher level of teaching ability, but also a responsible attitude towards their students' academic progress. Following this line of reasoning, the goal of this thesis is to examine and discuss the gains of teacher self-reflection and understanding their personal teaching style with the overall aim of improving teaching ability. This thesis is comprised of five chapters, which introduce the specifics of research performed. The introductory chapter reveals the research background, the inspiration for study, the research objects and scope of the research. The second chapter discusses how current research on second language teaching and strategies was applied in a pragmatic way to the author's own teaching methodology. Chapter three presents the research method. It discusses the questionnaire, the author’s teaching video, teaching materials, teaching plans, and teaching diaries and scripts with particular emphasis on the first two items. The questionnaire is primarily intended for Chinese language teachers and graduate students who major in Teaching Chinese as a Second Language as a means to provide feedback regarding the information presented in the author’s teaching video. The fourth chapter offers an analysis of the information gathered by the questionnaire with respect to teaching theories. The questionnaire provides reflections and feedback based on the teaching activities including, “tone-correction,”, “summary writing,”, and teaching “abstract words.”. Concerning the in-class activities, topics include “reading of text,”, “stopping students from taking notes in class,”, “homophones,”, “textbook explanations,”, and “medium of instruction.”. The final chapter offers several important reflections on Chinese teaching including: 1.the importance of reflection on teaching plans prior to teaching 2.the importance of reflection on how to strengthen one’s ability to detect and deal with unexpected situations while teaching 3.the importance of reflection on improving teaching skills and actual practice after teaching 4.the importance of reflection on a learner-centered approach before, during and after teaching This thesis is meant to encourage Chinese language teachers to value the importance of reflection in their teaching, and maximize the advantages of self and peer evaluation to further improve their teaching plans and teaching strategies for the classroom setting.