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A study of the thematic course design for enhancing British middle school students’ cross-cultural cognition during the short-term Chinese language and culture program
Short-term Language and Culture Course
Thematic Course Design
經由研究結果分析，顯示本課程確實在五個單元主題皆提升學生的跨文化認知。教學實施後，本研究提出下列建議：1. 以「課室學習─文化體驗─參訪活動」教學，讓學生先有跨文化認知再進行活動；2. 主題單元安排以多元智能考量不同學習風格，能滿足學生需求；3. 教學活動以競賽式合作學習搭配實作任務，可讓中學生融入課程，提升學習成效。最後歸納出本研究之結論與建議，以供國內外短期文化課程參考。|
Under the global multicultural development, learning a language is not only associated with the usage of a language, but is also associated with the understandings of the culture. With the increase of learners' needs, short-term courses become an important way for teenagers and children to learn Chinese given that students can experience Chinese culture while learning the language in a brief amount of time. In the process of learning Chinese, students are at the crossroads of first-language culture and second-language culture, so they often make misunderstandings while communicating with others, especially students attending short-term courses who are usually more prone to experience culture shock in a limited amount of time learning the Chinese culture. Therefore, this study focuses on cross-cultural concepts by comparing the similarities and differences between the Taiwanese and British culture. The main goal of this study is to design a cross-cultural course for British middle school students who are CSL learners, and investigate the effects of promoting students’ cross-cultural cognition. In this study, middle school students from Canterbury, Britain are the teaching subjects. At the beginning, the researcher conducted related literature review and survey during the current short-term Chinese courses, which are designed as the basis for this curriculum development. In regards to the research methods, using questionnaire survey, interview survey, and action research to collect data, and explore the effects of curriculum implementation for enhancing middle school students’ cross-cultural cognition. In terms of curriculum design, it combines thematic course design and backward design, subsequently making Taiwanese culture as the topic center, and carries out five units including Taiwanese life culture, Taiwanese folk culture, Taiwanese food culture, Taiwanese artistic culture, and Taiwanese cultural activities. These five units are extended to ten lessons as the structure of this cross-cultural course. Through the analysis of this study, the five units are indicated to enhance students' cross-cultural cognition indeed. After applying the teaching implement, the researcher summarized the following recommendations: 1. Follow the steps“classroom learning— culture experiencing— outdoor visiting,” as well as teaching. Students should acquire cross-cultural cognition before carrying out these activities. 2. In order to meet students’ needs of different learning styles, teachers should consider each individual’s multiple intelligence level in order to decide which teaching materials to implement. 3. Use competitive-cooperative learning and tasks as teaching activities, which would subsequently allow middle school students to participate more in the curriculum in order to elevate their learning efficiency. The last part of this study is to conclude all the information as the results and recommendations for further studies, as well as to provide for short-term Chinese language and culture courses both domestically and internationally.
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