Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86420
Title: 如何以活動教學方式增強華語能力-以泰國藝術大學初級漢語班為例
How to Strengthen Mandarin Chinese Abilities Through Activities
Authors: 葉德明
楊彩敏
PARITA SITTIVERAKUL
Keywords: 聽話
說話
教學法
教學活動
Listening
speaking
teaching
learning
teaching activities
Issue Date: 2009
Abstract: 囿因中國經濟實力的日漸茁壯,除在亞洲佔有舉足輕重的地位外,對世界經濟更產生重大的影響力,被譽為「世界工廠」,因此讓華語成為世界重要語言之ㄧ,華語文學習蔚為當前的風潮。美國《華盛頓週刊》報導「中文熱表明中文作為一種世界語言和商業語言的重要性正在增加。不僅在美國,在亞洲和歐洲都有中文熱」。作為東南亞國協重要會員國之一的泰國,自不能置身事外,然泰國卻普遍性的缺乏華語人才,因此,泰國全國各級學校,從小學至大學,無不積極地培養華語人才,以符合市場之需求。 目前泰國在華語文教學上,雖以「聽說教學法」為主,但在實務教學上仍採「老師講課、學生聽課」的傳統方式,課堂學習缺乏樂趣,學生欠缺反覆操練及實際口說的機會,致學習效果不彰,一個泰國大學生選修華語四年畢業後,仍無法有效的聽、說中文。 為增強學習者聽說能力,解決前述問題,以達到有效溝通目的,本研究即參酌文獻上各類教學法內容,設計「活動式教學」課程方案,以泰國藝術大學Petchaburi分部學生為研究對象,區分「實驗組」、「對照組」等進行實地教學研究。經採用spss量化研究方式,得到以下研究結果:(1)活動式教學確可增強學習者興趣,有效提高聽、說能力;(2)活動式教學能有效建立學習者自信心,有助於實際溝通;(3)活動式教學提供學習者交談的真實情境,順遂人際間交談;(4)活動式教學能強化語文結構的正確性,有效減少交談者間的誤解;(5)活動式教學對非中文系學習者具同樣明顯且正確的學習成效;(6)關心與鼓勵可提供輕鬆和自然的學習氣氛,並降低學生的焦慮程度。
With the growth of China's economy and influence throughout Asia and the whole world, China has become known as the "workshop of the world". Because of this the Chinese language has become one of the worlds most important languages and its study is an ever increasing trend. The United States' Washington Post reports that “Learning Chinese is hot, and this shows that the importance of Chinese in becoming a kind of international language and language of business is growing. Not only in the United States, but in Asia and Europe, learning Chinese is hot.” ASEAN member Thailand is no exception. However, the country has a general lack of Chinese speakers. Thus,in order to supply market demand,educational institutions all over Thailand from rudimetary school to schools of higher learning have begun to actively educate Thais in the Chinese language. Currently, Chinese language instruction in Thailand focuses primarily on listening and speaking. However, in reality, instructors still teach in the traditional style in which "teachers talk, students listen". The classroom lacks fun and students while students lack repetition, drilling, and any real opportunities to open their mouths and practice. There are no apparent results. After four years of classes, a college graduate still cannot effectively understand and speak Chinese. To address the problem stated above and achieve effective communication skills through strengthening students' listening and speaking skills, this study has designed an "activity-based teaching" program. With Thailand's Silpakorn University Petchaburi Campus students as our object of study, there was an "experiment group" and a "comparision group". Through the use of SPSS quantification research, the research results are as follows: (1) Activity-based teaching can indeed increase learners'interest and improve listening and speaking abilities; (2) Activity-based teaching can effectively help students build confidence, and help with real-life communication; (3) Activity-based teaching offers learners real-life situations for conversation and helps them develop smooth conversation; (4) Activity-based learning can strengthen correctness in sentence structure and effectively reduce speakers' misunderstandings; (5) Activity-based learning is also effective for students who are non-Chinese major students; (6) Being caring and supportive of students creates a natural, easy-going atmosphere for learning, and reduces their anxiety levels.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0694240240%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86420
Other Identifiers: GN0694240240
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