依納爵教學法在華語教學之應用-以底特律耶穌會高中為例

Abstract

天主教耶穌會教育機構遍佈全球，其獨特的教育理念一直是百年來教育學研究的重點之一。1993年耶穌會公布《依納爵教學法:實務之道》文件，作為各級耶穌會學校辦學的方針。本篇論文的主要目的是以底特律耶穌會高中為例來研究依納爵教學法在華語課程的應用。研究透過對依納爵生平以及耶穌會教育史的回溯、理論的介紹以及文獻蒐集的整理，闡明依納爵教學法的核心理念。同時並將依納爵教學法與其他二語學習法交互比較，分析其相容之處，以了解依納爵教學法在華語教學領域的應用情形。 研究者在底特律耶穌會高中擔任華語老師，負責以教科書《歡迎》為教材撰寫「課程設計與檢核」專案(Curriculum Design and Review Process)，該專案是確保教師在教學時不偏離依納爵教學法的課程設計架構。研究者在論文中也將討論「課程設計與檢核」專案的書寫格式、要點及其欲達到的目的與作用。研究者將「課程設計與檢核」專案實施在華語教學中，透過實際課堂內及課堂以外的學習活動觀察、紀錄，輔以學生、家長及教師三個面向的訪談資料，提出依納爵教學法在華語課程實施的修正，為日後其他機構在華語教學上欲採用依納爵教學法提出策略及方向。The Society of Jesus is a Catholic order, founded in 1534 by Ignatius of Loyola, that emphasizes education as one of its missions. More than 1000 educational institutions around the world have been established by the Society of Jesus, with the unique Jesuit educational philosophy and practice methods known as the Ignatian pedagogical paradigm (IPP). In 1993, the Society published the document "Ignatian Pedagogy: A Practical Approach " as a guideline for Jesuit schools at all levels. The objective of this study is to illustrate the application of the five elements of IPP; Context, Experience, Reflection, Action, and Evaluation, in the Chinese Language curriculum at the University of Detroit Jesuit High School. Materials: The textbook "Huanying" (Chinese name) is used as the basic content source, supplemented with exercises conducted inside and outside of the classroom, homework assignments, group projects, and community services, all oriented to the Ignatian pedagogy. Methods: Sequential development of a series of lesson plans spans 4 years of teaching and learning the Chinese language, including listening to and speaking Mandarin and reading and writing in simplified Chinese characters. Each lesson plan is designed to be student-centered and is based on the students’ previous learning experience. It is culturally sensitive, rich in reflection, and emphasizes community involvement fostering self-actualization. Evaluation includes the teachers’ monitoring of learning achievement and the students’ self-evaluations, which are aimed not only at academic but whole personal growth. Results: The students who have graduated from this high school exhibit excellent performance in learning and service, and a strong college entrance record. Many students express interest in continuing Chinese language and cultural learning. Many graduates are pursuing careers in the Chinese business market. Conclusion: The Ignatian pedagogy paradigm can be successfully applied to Chinese language education.