華人傳統故事之華語教學設計

Abstract

華人傳統故事作為華語教學素材在文化和語言方面都具價值，但筆者在教學過程中遭遇問題，歸類為學生參與度較低、無法了解教學內容是否符合學生需求和未能驗收學生學習成果三個層面。故本研究透過行動研究解決教學問題。本研究之行動研究方案包括教學設計、教材編寫、學生表現評估，以及運用問卷調查蒐集學生的意見回饋。教學實踐成果顯示，新教學設計確實能解決教學問題；首先，學生參與度有所提升；其次，文化和語言方面的教學內容都符合學生提升溝通能力的需求；最後，本研究透過學習評量和意見調查了解學生學習成效，結果顯示學生成功學習了文化和語言知識，學生也對課程提出正向回饋和其它建議。根據研究成果，本研究建議教師可以採用主題式教學設計，運用故事連結文化和語言教學內容，以達到更好的教學效果。另外，教師規劃課程活動時需要考量活動對學習者程度和課程性質的適用度。最後，教師可以根據學習者性質或興趣取向選擇教學所用的故事。Chinese traditional stories are valuable teaching materials for Chinese as a second language in both cultural and linguistic aspects. However, the researcher encountered some problems in a class that used Chinese traditional stories as teaching materials, including low student engagement, uncertainty about whether the contents met the student needs or not, and a lack of evidence that demonstrated student learning outcomes and feedbacks. Therefore, the present study aimed to solve these problems by means of action research.The elements involved in the action research include instructional design, teaching material writing, evaluation of student performances, and a survey for student responses. The outcomes were positive. Firstly, the student participation improved. Secondly, the cultural contents and linguistic levels met the students need to improve communication skills. Lastly, the researcher assessed learning outcomes and the results show that the students had successfully gained the cultural and linguistic knowledge; and the students also give positive feedbacks and other suggestions about the course.Based on the results of the study, the researcher suggests that teachers adopt thematic instructional design and connect the stories with cultural and linguistic contents to reach better teaching effectiveness. Also, when the teacher organizes classroom activities, make sure to take the students’ competence and the attributes of the course into consideration. Lastly, the teacher can select the stories used in the course according to students’ attributes and interests.