泰國華語文教學課程之行動研究-以中華語文中心為例

Abstract

泰國華語文教學課程之行動研究— 以中華語文中心為例

關鍵字 :華語文教學、教學法、全語文教學、後設認知

中文摘要

在這篇論文中主要研究的主題是要增加華語文學習者的學習興趣及學習效率，所以作者以研究者的角色對泰國中華會館中華語文中心(C.L.C.)小學二、三年級華語文學習的課程，做華語文教學課程的行動研究。作者基於中華語文中心(C.L.C.)的研究場域，採用臺灣教育部審定國民小學《國語課本》的教材，同時考慮學習者的學習態度、學習者的環境、作者自己的教學策略等等進行行動研究。語文的教學應該是全語文的教學，作者將聽、說、讀、寫的教學策略運用在課堂教學中，並在課堂教學的過程去觀察學習者的學習情況。 研究之資料蒐集方式包括對於學習者之問卷調查、教師之教學方法自我反思記錄、課堂教學觀察，教學錄音，以及學習者在語文聽、說、讀、寫的學習效果評量。為了保持行動研究信度與效度，研究過程中亦對學習者與家長進行訪談，並輔以同儕討論及學習者之測驗評量。另在教材之使用上，也進行學習者意見調查，並對學校使用的數種版本教材進行教學對比分析。 在2007年至2008年中華語文中心(C.L.C.)的華語文教學課程行動研究中顯示，教師必須事先瞭解第二語言學習者或外語學習者的學習智能。進行教學時，研究者利用認知發展的基模理論，以布魯納(J.S.Bruner)螺旋式課程組織規準方式（Spiral curriculum），課堂上應用認知教學法、聽說教學法、直接教學法，著重複習與操練，加強學習者的認知記憶。為達到語言交際溝通功能，以延伸教學「我手寫我口」的方式，利用寫造句、作文的練習，予於補充學習者生活化的運用機會。在學習者的學習評量與寫作階段中，可以確確實實地觀察到學習者的華語文能力提昇了許多。The study of teaching the Chinese language in Thailand – an example of curriculums at the Chinese Language Center

Abstract Key words: Teaching Chinese as a Second / Foreign Language, Methodology, Whole Language, Metacognition This paper is a study of methods for which to increase the interests and learning efficiency of students learning Chinese as a foreign language. Therefore, the author has chosen the Chinese Language Center (here forth termed as the C.L.C.) in Bangkok, Thailand as location of her research, focusing on the courses for second and third year elementary students for her study. The learning environment and chosen teaching materials at the C.L.C. , the learning attitudes of the students, self reflections of the author as a member of the teaching staff at the center are all vital parts of the author’s research. The instruction of a language should encompass all aspects of the language itself, hence the author has combined the teaching strategies for listening and reading comprehension, speech and written composition in to her classes. By observing the reactions of the students, to further evaluate the effectiveness of the selected teaching methods. Data collection of this study comes from surveys taken by students, reflections of the author, classroom observations and recordings, evaluations of the learning effectiveness of the students in the realm of listening, speaking, reading and writing. In order to maintain the reliability and effectiveness of this study, the author visits with students and their parents were conducted throughout the course of this study to discuss and conduct surveys regarding the effectiveness of the student’s study. Regarding the usage of teaching materials, surveys were conducted to see the opinions of students about different texts. Further analysis was also done for the different texts used in the C.L.C. The author’s studies at the C.LC. of teaching Chinese as a foreign language between 2007 and 2008 indicate that, the teacher must have an understanding of the student’s language abilities beforehand. Whilst teaching, the author uses knowledge development of the schema theory, with the Spiral Curriculum by J.S. Bruner, as well as Audio-Lingual, direct methods, emphasizing on revision and practical application, to strengthen the student’s cognitive memory. In order to reach the levels needed for functional lingual communication, extending on the teaching methods of coordination between written and spoken forms, using sentence-making and essay writing as practice, to provide students the chance to integrate the language in daily life. It can clearly be seen from the evaluations of the students that their learning ability of the Chinese Language has increased.