飲食華語課程教材設計－兼論網上輔助活動建構

Abstract

飲食華語課程教材設計－兼論網上輔助活動建構

中文摘要

關鍵字：飲食華語、華語文教學、飲食文化、教學設計、線上學習

傳統上，語言課中的文化教學往往被認為是與語言教學相捍格的另一學門。然而當語言程度達到中級之後，受文化所影響的語言使用或語言習慣層面在語言學習的過程中會更加突顯。因此若在中高級的教材中選用適當的文化內容作為主題，則可使語言能力的進步與文化知識的增長同時發生。基於此，本研究針對華語的特性，選出「飲食文化」作為主題，設計課程與教材。同時更針對文化教學的特性與需要，建構一個輔助的飲食華語教學網站。 在理論方面，首先就文化教學在第二語言學習中的角色作探討，並分析華語與飲食文化間的互動，以作為主題選擇的依據。接著歸納課程設計與教材編寫的要素與發展準則，並結合網上學習的特性與優點，奠定本研究發展的理論基礎。在設計方面，從問卷的實施與教材和網站內容的分析中了解學習者的需求與和飲食文化相關的現狀趨勢，並以系統化教學設計的方法發展課程。最後設計出一個模擬樣課，以及完整的教材練習與課程計畫。並且搭配樣課設計出一套輔助的網上教學活動，以及其與樣課教學時的使用搭配。 在經過研究及實際設計之後，研究者得出了三方面的結論。一、在課程方面，目前華語教學界應致力於專門文化題材的課程設計，而且課程設計應更緊密地與教材結合。二、在教材方面，文化教材和語言教材的結合相得益彰，端看教學設計進行時如何妥善運用安排。此外，這類語言文化教材還有助於克服學習高原的障礙，特別是針對由中高級進入高級的華語學習者而言。三、在網上輔助活動方面，網上輔助活動的設計能解決部分對真實情境的需求，並可提供多元資料與多樣活動以配合學習。Chinese Language Curriculum Design and Computer-assisted Instruction in Culinary Chinese Abstract

Keywords: Culinary Chinese, Teaching Chinese As a Second Language, Culinary Culture, Instructional Design, On-line Learning

The teaching of culture in language classes has traditionally been viewed as a distinct subject. However, after a student’s language proficiency reaches the intermediate level, the influence of culture on language usage and language habit will become more apparent in the language learning process. Therefore, choosing appropriate cultural content as themes for intermediate-high teaching materials can simultaneously enhance language ability and expand cultural knowledge. This study focuses on the characteristics of Chinese language, choosing “Chinese Culinary Culture” (Chinese language used in dining contexts) as the main theme, and designs a curriculum and teaching materials. It also focuses on the characteristics and needs of the teaching of culture, and constructs an assisted teaching website about Culinary Chinese. First, an inquiry is made into the role of the teaching of culture in second language learning, analyzing the relationship between Chinese language and culinary culture in order to establish a basis for choosing Chinese Culinary Culture as a topic. In addition to the characteristics and advantages on-line learning offers, developmental standards of curriculum design and compiling teaching materials are incorporated to establish a theoretical foundation. From questionaires administered to Chinese language learners and the analysis of website content, a clearer image of students’ needs and contemporary Chinese culinary culture can be laid out. Subsequently, a method of systematic instructional design is utilised to develop a curriculum. Finally, a complete set of materials, lesson plans and class exercises is designed. This is further used to design a set of computer-assisted learning activities, and discuss how they might be led by an instructor. Three preliminary conclusions are obtained. First, instructors teaching Chinese as a second language should be devoted to the curriculum design of specialized cultural themes, and curriculum design should be closely integrated with teaching materials. Secondly, cultural teaching materials and language teaching materials do not conflict when combined. Such language cultural teaching materials help learners conquer the obstruction of the learning plateau, especially for those Chinese language learners who are advancing from the intermediate to intermediate-high level. Thirdly, the design of computer-assisted instruction could partly narrow the gap between the classroom and real life contexts by providing additional information and various activities that enhance learning.