Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/85337
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dc.contributor吳龍雲zh_TW
dc.contributorLeng-Hoon Gohen_US
dc.contributor.author李盈瑩zh_TW
dc.contributor.authorYing-Yin Lien_US
dc.date.accessioned2019-08-28T02:19:01Z-
dc.date.available2014-7-26
dc.date.available2019-08-28T02:19:01Z-
dc.date.issued2014
dc.identifierGN0697800510
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0697800510%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/85337-
dc.description.abstract本研究旨在探討在臺美籍華裔華語學習者的文化認同觀,以及本地華語教師對華裔學生之文化認同印象,主要以質性研究法觀察學生、教師各自為對方所帶來的文化衝擊,關注其中華裔學生的感覺與華語教師的態度;在華語教學場域下,文化認同在此時間點的內涵與強度。 本研究發現在臺華語教師本身未知的「華裔」面向,點出其中差異,使華語教師認識己心所想與現實上各美籍華裔之文化認同差異,同時,也讓華裔學習者明瞭在臺教師因文化、環境、教育等各方面不同,致使本地華語教師自身觀點與華裔學習者相異。本研究結論如下:(一)從在臺華語教師與美籍華裔學生的觀察中,統整文化認同之各面向。(二)從在臺華語教師與美籍華裔學生的生活經驗中,發現影響師生溝通的因素。(三) 從在臺華語教師與美籍華裔學生的生活經驗裡,發現文化認同之危機與轉機。(四)從師與生的文化認同印象分析,回饋至現今臺灣華語師資培育,作為改進華語教學之參考。 華語教師應把握多元文化教育的精神,讓學生認識華人文化與西方文化的不同。其次,校園內對於東、西方文化與種族包容、支持氣氛可再培養。在臺華語教師因臺灣本地社會氛圍以及對華裔所既有的刻板印象,而有某些既定的價值取向與態度,這些既定印象致使學生於無形之間也感受到社會大眾、學校、其他班級學生對華裔族群的觀感,對於華裔學生自我文化認同的態度也會產生影響。筆者建議本地華語教師應認知華裔學生之特色,公平以對,並增加本身跨文化素養,對非期待中的文化事件懷抱開放心胸,將更能接納與自身價值觀不同的文化觀點,促進華裔學生的跨文化學習。zh_TW
dc.description.abstractThis research focuses on studying cultural identity from the perspectives of Chinese-Americans and Taiwanese Chinese teachers. Moreover, this study would like to deeply investigate the culture shock experienced by both teachers and students, and to concentrate on reflection upon the phenomena offered from both sides. By using qualitative research methods to observe the local Chinese teachers and Chinese-American students, this study found cultural dimensions belonging to the foreign Chinese that are not clear to the teachers. By pointing out differences, the study helps teachers to understand cultural differences that exist between their own view of the situation and the reality as it is felt by the students; also, students will be able to understand the different views held by their teachers, and they will realize that these views arise from differences in culture, environment and education. After observations were made, sorting and analysis took place. Conclusions were made upon the following: (1) Construction of cultural identity from perspectives of both Taiwanese Chinese teachers and Chinese-Americans students. (2) Crucial factors that influence communication between teachers and students due to different life experiences. (3) A juncture that was reached, and led to re-consideration of one’s own cultural identity. (4) Relate results of all earlier research to the current Chinese teaching and training situation in Taiwan. For example, firstly, Chinese teachers shall lead students to recognize the differences between Western and Eastern culture. Secondly, a more tolerant teaching environment for different cultures and race will be encouraged. The subjective view of local Chinese teachers, based upon the local social atmosphere, may lead to a stereotyped image of their foreign students. The stereotyped image may also cause negative influences upon the foreign students’ cultural identity. In order to advance cross-culture learning, this study would like to encourage Chinese teachers to accept with a tolerant attitude different national cultures.en_US
dc.description.sponsorship應用華語文學系zh_TW
dc.language中文
dc.subject華裔學生zh_TW
dc.subject華語教師zh_TW
dc.subject文化認同zh_TW
dc.subject文化衝擊zh_TW
dc.subjectOverseas Chinese Studentsen_US
dc.subjectChinese Language Teacheren_US
dc.subjectCultural Identityen_US
dc.subjectCulture shocken_US
dc.title在臺華語教師與美籍華裔學生之文化認同印象對比探究zh_TW
dc.titleA Comparative Study on the Cultural Identity of the Chinese Language Teachers and Chinese-Americans in Taiwanen_US
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