華語內容與語言整合學習課程設計與教材編寫：「臺灣社會議題」課程之個案探析

Abstract

內容與語言整合學習 (Content and Language Integrated Learning; CLIL) 是一種著重於內容與語言的雙焦點教學與學習方式。 教學者透過目標語言授內容，而學習者則透過內容來學習語言，用語言來學習內容。 由於CLIL較少應用於華語教學中，故研究者欲探討華語輔助課程當中CLIL的應用性及成效。研究者結合華語（語言） 與台灣時下的社會議題（內容） ，並以Do Coyle (2010) 提出的4Cs核心原則（內容、溝通 （語言） 、認知及文化） 進行課程設計、教材編寫及教學實驗，並請觀課者填寫Do Coyle所提出的「CLIL觀課檢核表」，請學習者填寫依檢核表所編寫而成的「語言輔助課調查表」，隨後再進行兩份問卷的比較分析，並輔以觀課者的訪談以做進一步之分析。研究結果發現，CLIL的教材與教學設計皆能有效應用於華語教學上。

Content and Language Integrated Learning (hereinafter referred to as CLIL) is a dual-focused educational approach. With the approach, teachers teach content through the target language and the learners are learning the content through the language or the language through the content. Since CLIL is rarely used in Chinese teaching, this aims to discuss the application and effectiveness of CLIL in Chinese study courses. This study combines Chinese (language) and Taiwan's current social issues (content). This paper compiles the teaching materials based on the 4Cs framework (content, communication (language), cognitive and culture), previously proposed by Do Coyle (2010), in order to conduct teaching experiments. During the trial lesson, class observers were asked to fill in a "CLIL Unit Checklist” which designed by Do Coyle, and learners were asked to complete a "supplementary class feedback" survey which based on the checklist. Then, we analyzed and compared the differences between the two, supplemented by the interviews with 4 class observers for further analysis. The results show that CLIL's teaching materials and teaching design can be effectively applied to Chinese teaching.