台灣某大學之華語中心隱性課程研究

Abstract

本研究旨在探討華語中心的課程設置及其隱性課程的意識及其影響，以某大學的華語中心為個案對象，採用質性研究法，以參與觀察法、訪談等方式收集資料，從物質環境、制度規章、人際互動、課內外活動四個項目分析華語中心的課程設置與隱性課程項目的整合對學生的影響。深入研究其華語中心環境中的課程結構、教學相關活動與文化內涵如何影響學生的語言能力。同時考察這些隱性課程透過教學和人物互動等內隱方式對學生的情感狀態、學習動機和課程參與的關聯性。根據研究發現，提出以下研究結果：一、華語課程設置基於既有基礎規劃，教學進度與活動彈性靈活，資源支持是其核心基礎。二、教師的意識決定隱性課程的實施程度，使教學內容和隱性知識相輔相成。三、課程通過互動與活動引導學生掌握課外知識，並以框架規範培養正面良好的學習態度。四、活動是顯性課程連結隱性知識的樞紐，但與現實教學仍有差異。最後，研究製作隱性課程評估項目表，通過系統化的評量，教師能反思自己的教學方法，學習如何在課堂中更有意識的設計課程、調整教學策略，增加與學生的互動方式。同時，學生也能更了解環境和文化對自己的影響，調整自己的學習態度，養成積極正面的心態。師生雙方在教學和學習過程中保持良性互動。透過研究將課程結合隱性因素的概念，提供學生一個有系統且有效的學習體驗。This research aims to explore the curriculum design and the awareness and impact of the hidden curriculum at these centers, focusing on a case study of a Chinese Language Center at a university in central Taiwan. Employing qualitative research methods, including participant observation and interviews, data were collected to analyze the integration of curriculum design and hidden curriculum items in four areas: physical environment, institutional regulations, interpersonal interactions, extracurricular activities, and their effects on students. The study delves into the teaching environment, center policies, curriculum structure, material selection, and teaching activities to understand how the curriculum design and cultural context of the Chinese Language Center influence students' language proficiency. Additionally, it examines the correlation between these hidden curricula, delivered implicitly through teaching and personal interactions, and students' emotional states, learning motivation, and course participation. Based on the research findings and conclusions, this study presents the following results:1. The design of Chinese language courses is based on existing foundational planning, with flexible and adaptable teaching progress and activities. Resource support isthe core foundation.2. Teachers' awareness determines the extent of implicit curriculum implementation, complementing the teaching content with implicit knowledge. 3. The curriculum guides students to master extracurricular knowledge through interactions and activities, using a framework to foster a positive and good learning attitude. 4. Activities serve as the link between explicit curriculum and implicit knowledge, though there are still differences from actual teaching. Finally, by researching and creating a hidden curriculum assessment checklist, teachers can reflect on their teaching methods through systematic evaluation, learn how to consciously design courses adjust teaching strategies in the classroom, and enhance interaction with students. At the same time, students can consciously understand the impact of the cultural environment on themselves, adjust their learning attitudes, and cultivate a more positive mindset. Both teachers and students maintain a positive interaction during the teaching and learning process. By integrating teaching activities and interpersonal interactions with the concept of hidden factors through research, students are provided with a systematic and effective learning experience.