以內容本位教學法設計之發展型中國茶藝華語課程

Abstract

本論文採用“內容本位教學法”的理論與功能來探討課程上語言與文化 教學的結合。由筆者調查的41份問卷結果顯示，對中國文化感興趣而開始學習中文的日籍學生人數，約佔百分之四十左右，是所有調查問卷項目中最高的。Stryker and Leaver(1993)提到「當學生產生興趣時即是學生最好的學習時機。」因此, 本論文的研究重點在:如何把學生之需求反映在教學課程之上。 本論文分成四個階段進行:首先由文獻探討來思考語言教學中的文化定義，尤其是要討論學生的語言能力僅止於初級程度時，如何把文化導入課程上的問題。其次，透過分析實際教學課程得知 “內容本位教學法”的運用方式與其成效。 再者，藉由這些研究導出一個有效的教學策略，設計以“內容本位教學法”為主的文化課程新模式“發展型文化課”，最後以中國茶藝來設計“中國茶藝華語課程”做為發展型文化課的範例。 本論文研究結果發現：<一>內容本位教學法已經普遍運用在英文與日文教學上，若也能將這種教學法運用於中文教學上，應該大有可為；<二>在內容本位教學法上,所有的文化都可以當做學習之主題，唯需教師從語言教學的角度來對其內容、教學方法做整合；<三>發展型文化課的推廣，需同步建構授課教師的條件審核系統，及跟其他中國文化專業領域的合作。 讓學生能同時學習語言與文化，也讓每個人都能喜歡中文和中國文化是本論文的最終目的。This paper investigates the integration of language education and cultural education by applying the theory of Content Based Instruction (CBI).The results of a questionnaire study with 41 participants indicate that more than 40% of Japanese students learn Chinese due to their interest in Chinese culture, which was by far the most common reason given. Stryker and Leaver (1993) proposed that "Students learn best when instruction addresses students' needs". Therefore, the question this study is centered around is how to ensure that the needs of students are reflected in the curriculum. This study was performed in 4 steps. First, a literature search was conducted to determine the definition of culture as it is used in language education and especially how that definition relates to the introduction of culture into language curriculums. Second, an analysis of CBI based language curriculums currently in use was conducted to determine how CBI theories are used in practice and how effective they are. Third, the results of steps 1 and 2 inspired the creation of an effective instruction strategy which was in turn used to design an advanced culture class. This class represents the implementation of a new model of CBI based curriculum, namely the Developmental Culture Class model.Lastly, the Chinese tea ceremony was adopted as the theme for an advanced culture class called the Chinese Tea Ceremony Language Curriculum, a direct implementation of the Developmental Culture Class model. The results of this paper are then: 1. CBI has been widely propagated in English as well as Japanese education. Therefore, it shall be effective, if CBI is adopted for Chinese education. 2. On CBI method, every culture is allowed to be the theme of study, however, teacher needs to adjust the contents as well as teaching method from language culture point of view. 3. In order to propagate CBI, the condition which is required to be a teacher needs to be defined. Also, the collaboration with the special field of Chinese culture should be necessary. This course allows students to simultaneously learn a second language and its culture while providing students the opportunity to enjoy Chinese language& Culture.