CLIL 在華語節慶跨文化教學上的應用—以非洲史瓦帝尼某校為例

Abstract

本研究旨在探討將內容與語言整合學習( CLIL )結合跨文化能力理論應用於華語節慶跨文化教學的成效，研究對象為非洲史瓦帝尼小學生。研究以CLIL的4C框架為理論基礎，涵蓋內容、認知、溝通及文化四大要素，並融合鷹架理論、布魯姆的認知發展理論、語言三角模型及跨文化能力理論，設計並實施了一套針對華語節慶的跨文化教學計畫。本研究選擇端午節作為教學主題，旨在幫助學生理解華人文化的表層和深層文化內涵。透過端午節的歷史背景與習俗等內容的探討，學生不僅學習相關華語詞彙與表達方式，還能在跨文化交流過程中培養文化包容性，並增進對華人文化的理解與尊重。研究結果顯示，學生在學習華語與文化內容的同時，逐步掌握了跨文化能力所需的核心能力，包括文化知識的應用、跨文化態度的培養，以及在多元文化情境中進行有效溝通的能力。此外，CLIL教學方法也顯著提升了學生的學習興趣和參與度。最終，本研究根據研究結果提出以下三項建議：一、應強化學習者內在學習動機；二、鼓勵學校及行政上支持CLIL教學；三、教師應精進跨文化教學領域。This study examines the effectiveness of integrating Content and Language Integrated Learning (CLIL) with intercultural competence theory in teaching Chinese language and culture through festivals, focusing on primary school students in Eswatini. Using the CLIL 4C framework—Content, Cognition, Communication, and Culture—along with scaffolding theory, Bloom's taxonomy, and intercultural competence theory, an intercultural teaching plan based on the Dragon Boat Festival is designed. The goal is to help students understand both surface and deep cultural aspects of Chinese culture, learning Chinese vocabulary and expressions while developing cultural inclusivity. Results show that students gain key intercultural competence, enhance their respect for Chinese culture, and increase engagement through the CLIL approach. Based on these findings, the study recommends: 1) Strengthening learners' intrinsic motivation, 2) Encouraging school and administrative support for CLIL, and 3) Teachers enhancing professional development in intercultural teaching.