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dc.contributor.authorLin I-Huaen_US
dc.description.abstract近年來,在台灣學習華語之外籍學生約有一萬多名,在大陸學習華語的外籍學生則約十萬名,其中留學台灣攻讀學位的約有五、六千人。多數外國留學生在就學前即已具備良好的學識、語文基礎,但由於未受過專門中文學術訓練,進入大學或研究所後,不但在課程內容的銜接上容易發生困難,更因為中外學術環境不同,適應不良者時有所聞。且由於學生來源、生活背景、學習內容、社會文化等之差異,若直接進入台灣院校就讀,常會遭遇挫折,並影響日後是否能如期完成學業、順利畢業。故本論文擬從課程設計的角度出發,探討以學位預備為主之華語文課程特色,並進一步規劃、設計課程內容。 在理論方面,首先歸納課程設計的要素與發展準則,其次參考國外學術目的英語課程的教學特色及內容規劃,最後針對學位預備華語之相關研究進行探討,並以此作為奠定本研究發展的理論基礎。在設計方面,從問卷及訪談的實施中了解學生及教師的需求與目前相關的教學現況趨勢,並以系統化的教學設計方法發展課程,最後設計出一個完整的課程計畫。 在經過研究及實際設計之後,研究者得出了以下三方面的結論。一、課程方面,於溝通式教學觀下著手規劃課程,以需求分析為基礎設計課程大綱,以學生中心為原則進行課堂教學;二、教學者方面,必須具備了解學習者的需求、接納不同意見及促進意見交流之能力,並發揮鷹架支持的功能;三、學習者方面,本課程可提升學習者入學前之整體中文能力,培養其學術研究技能,使其提早適應目標語環境,並在學習價值觀上形成良好的研究態度。雖然學位預備語言課程的發展還存在著許多的困難和不足,但大學的老師們也都認為,「學生能在進階的學術語言能力培訓中獲益匪淺」。因此,針對學位預備之語文課程不但是可行的,同時也是值得發展與規劃的。zh_TW
dc.description.abstractIn recent years, the number of overseas students studying Chinese in Taiwan stands approximately 10,000, and about 100,000 in China. Among these students, 5 to 6 thousand stay behind to complete their degrees in Taiwan. Foreign students typically possess solid fundamental understanding of the language and relative knowledge prior to departing to study abroad. But with the lack of proper teachings by professional personnel, it is common to see many of the overseas students run into difficulties during their studies, whether it is in regards to picking up the languages, cultural differences, or adapting to the living conditions. If overseas students were to directly enroll in Taiwan’s educational institutions, these critical factors often cause distress, undermining the student’s ability to complete their course studies. Focused on curriculum design, this thesis intends to investigate unique characteristics of the Chinese language, and take advantage of these factors in designing a more efficient coursework program for students. In theory, the process of designing coursework begins by employing standard unit allocations based on standard minimum requirements to allow for a sound and effective course. This then followed by assessment of teaching methods in foreign countries in the subject of the English language, and highlight specific key elements in their course design process. Lastly, carrying out research on the fundamentals of the Chinese language as the basis of discussion in this research paper. In practice, surveys and interviews are designed and conducted to understand student and teacher needs as well as related trends in the field of language studies. This knowledge is then used to systematically develop a complete coursework plan. After the research and practical designing, the researcher came to three conclusions. First, coursework should be designed from the view of communicative approach, to outline coursework based on the needs analyzed and to deliver courses that are student-centered. Second, in regard to teachers, they should understand students’ needs and accept different opinions and be able to facilitate exchange of views. Third, in regard to students, this coursework can improve their overall Chinese language skills prior to departing to study aboard and their academic research skills. This would help them to adapt to the Chinese learning environment quicker and lead to a sound attitude towards research. Although, there are still many difficulties and deficiencies on the development of language course for academic purposes, many university teachers believe that “It is so beneficial for those students who can participate in advanced language course”. Therefore, language courses for academic purposes are not only feasible but it is also worth to develop and plan.en_US
dc.subjectacademic purposesen_US
dc.subjectpre-sessional courseen_US
dc.subjectChinese for academic purposesen_US
dc.subjectteaching Chinese as a second languageen_US
dc.subjectcourse designen_US
dc.titleChinese Curriculum Design for Foreign Students—A Case of College Pre-sessional Courseen_US
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