華語教材之課室活動比較與應用情形分析

Abstract

近年來，華語教材的專業化發展日漸蓬勃，多元且富有特色的教材相繼出版，然而在這些教材中提供的課室活動卻往往形式重複而缺乏變化。縱使許多研究都證明課室活動對於轉換課堂氣氛以及提高學習狀態有正向的效果，但現行的教材似乎未能提供相應的課室活動以協助教學。本研究期望能針對華語教材中的課室活動進行比較與分析，了解教師對於教材活動的態度及運用方式，並探究教師在選用、規劃活動上的考量與挑戰。 本研究回顧前人學者對於課室活動相關議題的分析與研究，提出符合本研究精神與範疇的課室活動特性及活動類別以利後續研究。接著針對本研究選定的兩套教材《當代中文課程》和《學華語向前走》進行課室活動的篩選、整理以及分析，進一步了解兩套教材在課室活動上的安排邏輯、分布情況以及其具體的呈現形式。最後，透過問卷調查和訪談調查，了解華語教師對「華語教材」、「課室活動」的觀點和想法；探究教師在實際教學上所面臨的挑戰與難點，收集教師在華語教學中規劃、運用及設計課室活動的想法與意見回饋。 透過文獻整理和實際研究結果發現：第一，在兩套教材《當代》和《學走》的活動總數相近，但各類型活動的分布不均，有偏重特定類型活動的情況；第二，教師對於應用教材活動抱持著相對開放的態度，若活動合適會直接運用，但也並不排斥修改、調整後再使用；第三，本研究發現教師在規劃設計課室活動上最大的困難在於平衡各方面的因素，包含：學習者需求、課堂教學目標以及趣味性等等。同時顧及這些面向絕非易事，但若能將各因素都安排妥當便能成就一個「好」的課室活動。最終，本研究根據研究成果提出教學應用上的啟發以及未來研究的參考方向，期待華語教材和課室活動這些「媒介」能持續為華語教學拓展不同的可能性，發展出更多的教學形式並帶動更好的學習。The professionalization of Chinese language teaching material has been more mature and flourishing day by day that diverse and special teaching materials have been published subsequently. However, most of the classroom activities provided in these materials are lack of diversity and tend to be repetitive. Numerous studies have already shown the positive effects of classroom activities on changing the classroom atmosphere and improving learning states, but current materials still fall short in offering corresponding classroom activities to assist teachers. Therefore, this study aims to compare and analyze classroom activities in Chinese language teaching materials and to delve into teachers' attitudes towards these activities and how they utilize them. This study reviews several research related to classroom activity issues and finds the characteristics and categories of classroom activities. Then, the classroom activities from two reference materials, "A Course to Contemporary Chinese" and "Let’s Learn Chinese", were analyzed, focusing on the arrangement, distribution, and presentation of classroom activities in these textbooks. Besides, through questionnaire surveys, this study seeks to understand Chinese language teachers' perspectives and thoughts on "Chinese language teaching materials" and "classroom activities". Moreover, interviews with teachers reveal the challenges and difficulties they face when teaching with the two textbooks, hoping to figure out how they plan, utilize, and design classroom activities in Chinese courses. The findings indicate the following results: Firstly, the total number of activities in the two reference textbooks is similar, but the distribution of various types of activities isunbalanced. Each material has it favored types of activities. Secondly, teachers are open-minded towards using textbook activities, willing to use them directly or adjust them before use. Thirdly, the biggest challenge for teachers in planning and designing classroom activities is to balance all the various factors, including learners' needs, teaching goals, interests, and more. While it is not easy to consider all these aspects, once teachers arrange these elements properly can finally create a "good" classroom activity. Lastly, the findings of this study provide some insights for teaching applications and future research directions, hoping to develop more possibilities in Chinese language teaching materials and classroom activities.