奧地利兒童華語教學與教材的分析研究

Abstract

兒童對外華語的教材無論是在中國或是臺灣都已經有長時間的研究和編寫。可惜以市場取向而言，面向英語為母語者的比例為高。而且多為通用型，也就是針對某年齡層編寫，因此不論是在詞彙的註解或是課本的指示語，都還是以英語為主，其他語區的教材多是為通用教材的翻譯本，較少針對各地學生的學習方式、學習的時間以及當地的教學理念發展在地化的教材。此外，海外的華語教學因為人數的關係，很難真正使用年齡分班，所以多為混齡班級的上課方式，其班級經營也是許多教師為難的議題之一。本研究將從三個層面來探討：第一部分探討奧地利的教育心理學對學習風格與教學型態與其對於學校和中文課的影響。第二部分是針對德語區使用的兒童華語教材，從奧地利政府訂定學校外語學習的課綱要求到對應兒童華語測驗的詞彙級別的分析。最後也就混齡教學和教師在混齡課堂中的教材運用做出綜合的探討，希望能對奧地利或德語區兒童對外華語教材的開發與使用作出相關建議。For several years, experts in China and Taiwan have been developing teaching materials for children to teach Chinese as a foreign language. Unfortunately, most of the materials are for native English speakers. Either the textbooks contain only English explanations, or the teaching materials have only been translated from Eng-lish into various regional languages. However, not all regions have materials that have been developed for the learning styles of local children. The "Chinese as a for-eign language" lessons are often designed in mixed-age groups. This class man-agement is one of the difficult issues for many teachers. For this reason, three major topics are covered in this paper: First, the influence of the development of Austrian educational psychology on the learning and teaching style from Austrian schools to Chinese teaching is consid-ered. In the second part of this thesis, four Chinese textbooks for primary level in German-speaking countries are analyzed from two different perspectives: On the one hand, it is analyzed according to the curriculum for living foreign languages of the Austrian government's elementary school, from topics to content exercises. In addition, the vocabulary of the textbooks and whether their levels correspond to the official Chinese language tests for children will be analyzed. Furthermore, a comprehensive study was conducted on mixed-age teaching and the use of teaching materials in mixed-age groups by teachers. The aim is to provide suggestions on the development and use of foreign language teaching aids for children in German-speaking countries.