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    Title: 沉浸式中文課程之文化教學現況與建議—以美國明尼蘇達州某小學為例
    The Current Situation and Suggestions for Chinese Culture Teaching in Chinese Immersion Class at an Elementary School in Minnesota, U.S.A.
    Authors: 鄭皓尹
    Cheng, Hao-Yin
    Contributors: 舒兆民
    Shu, Zhao-Min
    鄭皓尹
    Cheng, Hao-Yin
    Keywords: 沉浸式項目
    海外小學
    文化教學
    課程規劃與設計
    華語文教學
    Immersion program
    Overseas elementary school
    Culture teaching
    Curriculum and instruction
    Teaching Chinese as a second language
    Date: 2019
    Issue Date: 2019-08-07 16:31:28 (UTC+8)
    Abstract: 在現今華語文教學中,不論是課堂上或是相關研究大多著重在語言的教與學及語言本體研究,教材也偏向以提升語言技能為主。然而,語言教學不只教語言,也應該教語言所承載的文化。目前海外的華語文教學因為各種因素而使文化教學淪為語言教學的配角,甚至是可有可無,導致學習者學了語言,卻對其背後的文化一知半解,因而促成本研究探討海外沉浸式中文課程的文化教學現況。

    本研究透過筆者於美國明尼蘇達州某中文沉浸式小學的實習經驗,點出目前文化教學的困境與挑戰。首先採用內容分析法探討該校課綱、教材及相關資料的文化教學目標和內容後,再發放問卷,調查該校教師對於課綱與教材的想法、態度及其教學方式,並利用半結構性訪談來訪問該校教師,以深入了解文化教學的現況。最後再根據調查結果,提出沉浸式中文課程的文化教學之結論與建議。

    經由資料的分析和歸納,結果發現,教師對於文化教學均採認同且認為相當重要的態度來看待,然而學校的政策與制度、課綱及教材、學生的語言能力與環境、教師的背景知識或其他等不同因素,導致文化教學在沉浸式中文課程裡不受重視。因此,本研究除了給予文化教學及主題之建議,也為目前文化教學的現況提出改善方法,並為海內外華語文教學提供相關參考與啟示。
    Nowadays in Teaching Chinese as a Second Language (TCSL), whether in class or related research, most of the time it emphasizes the language teaching and learning and the language itself. The textbooks also tend to focus on improving language proficiency. However, language teaching does not only teach a language, but also the culture that language carries. TCSL overseas now has made culture teaching merely a supporting role in language teaching because of various factors. It is even regarded as dispensable, which causes learners to have little knowledge of the essence of culture behind the language. Therefore, this study is conducted to explore the current issues of culture teaching in Chinese immersion class overseas.

    This study points out the difficulties and challenges of culture teaching facing right now through my student teaching experience at a Chinese immersion program of an elementary school in Minnesota, U.S.A. First, content analysis method was applied to explore the culture teaching goals and contents of school curriculum guidelines, teaching materials and other relevant documents. Next, questionnaires were sent to survey teachers’ ideas and attitudes toward the school curriculum guidelines and teaching materials about culture as well as their teaching methods. In addition, semi-structured interviews with teachers were conducted to have a profound and complete understanding of the current situation of culture teaching. Finally, based on the survey results, the conclusions and suggestions of culture teaching in Chinese immersion class were proposed.

    With the analysis and process of the data collected from questionnaires and interviews, it is found that the teachers tend to have a positive attitude toward culture teaching. However, various factors, such as the school policy and system, the curriculum guidelines and teaching materials, the students’ language learning environment, the teachers’ cultural backgrounds and knowledge and other factors, have led culture teaching to be not taken seriously in Chinese immersion class. As a result, in addition to giving suggestions about culture teaching, this study also proposed solutions to solve the main problems of culture teaching, and provides relevant references and inspirations for TCSL both home and abroad.
    Reference: 中文部分(依中文姓氏筆畫排列)

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    英文部分(依英文姓氏字母排列)

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    二、期刊論文
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    三、會議論文
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    四、技術報告
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    Description: 碩士
    國立政治大學
    華語文教學碩博士學位學程
    102161002
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0102161002
    Data Type: thesis
    DOI: 10.6814/NCCU201900163
    Appears in Collections:[華語文教學博/碩士學位學程] 學位論文

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