高級華語課程之需求分析與理念探究

Abstract

本研究從多角度進行需求分析並重塑高級華語課程概念，同時以此為基，建立以需求為導向的高級華語課程設計框架與規劃。此課程設計具備縱向的語言技能階梯式提升與橫向的情境主題多元化開展條件，於華語為母語與非母語環境中收集高級學習需求，調查國內外開設之高級華語課程與出版之高級華語教材類型，收集第一手經驗和回饋為課程設計佐證。研究結果可用於建立或檢視整體語言課程架構，特別是高級課程之總體課程架構及獨立課程規劃設計，以及高級程度能力分級與個人學習歷程規劃。此論文採用調查研究法與內容分析法，釐清與建構高級華語需求與課程設計總體面向。透過「『學生端』與『教師端』之需求分析」和「『課程開設』與『教材出版』主題與架構」四方面，對高級學習者與具高級教學經驗之教師專家發放問卷並進行一對一訪談；調查收集國內外開設之高級華語課程與出版之高級華語教材，從中取得實證資料加以探究得出高級華語課程「多樣性」與「多變性」需求。其次，重整高級華語課程「等級劃分」和「範圍界定」概念，釐清對高級程度之誤解，建立「加深」與「加廣」理念，在現有語言能力架構和語言課程設置基礎上，完成多層次漏斗形的「以需求為導向之課程設計框架」，與現有高級課程架構與單一課程設計套用及對比，初步驗證框架之可行性。最後，根據不同需求，制定總體課程與單一課程層次之高級課程設計原則與範例，實現本研究之高級華語課程規劃與設計框架。本研究之成果可補足目前高級程度總體課程設計研究之空缺，釐清對高級程度能力需求與養成之誤解，同時提供總體課程、主題課程群組與單一課程設計之原則與套用模式，滿足學習需求並達成學習目標。This research conducts a comprehensive needs analysis and redefines the concept of an advanced Chinese language curriculum from multiple perspectives. The aim is to create a needs-oriented curriculum framework and plan for designing advanced Chinese language courses. This curriculum design encompasses both vertical language skill progression and horizontal contextual theme diversification. The research gathers data on advanced learning needs in both native and non-native Chinese language environments, as well as information on the varieties of advanced Chinese language courses available domestically and internationally, including teaching materials. Firsthand experiences, feedback, and information are collected to support the curriculum design framework effectively. The findings of this research can be applied to establish or review the overall structure of language curricula, particularly concerning advanced Chinese language courses and individual course planning and design. Additionally, the research contributes to proficiency level classification and individual learning path planning.To achieve this, the thesis employs survey research and content analysis methods to clarify and construct the overall aspects of advanced Chinese language needs and curriculum design. The study looks into four perspectives:"student-side needs analysis," "teacher-side needs observation," "course themes and structures," and "textbook themes and structures." Questionnaires and one-on-one interviews are conducted with advanced learners and experienced teachers proficient in teaching advanced Chinese in both native and non-native language environments. The research also investigates the diversity and variability demands of advanced Chinese language courses offered domestically and internationally. Furthermore, the study reorganizes the concepts of"level classification" and "scope definition" for advanced Chinese language, addressing and clarifying misconceptions about advanced proficiency. It establishes the design concepts of "deepening" and "expanding" advanced courses, thereby creating a multi-level funnel-shaped "needs-oriented curriculum design framework" based on the existing language proficiency framework and language course setting. The feasibility of the framework is validated through its application and comparison with existingadvanced course structures and individual course designs.Lastly, the research establishes principles and practical course examples for overall curriculum levels and individual course levels in advanced Chinese language course design, considering the different needs in native and non-native language environments. The outcomes of this research bridge the gap in current research on overall curriculum design for advanced proficiency, clarify misunderstandings about the demands and development of advanced proficiency, and provide principles and application models for overall curriculum, thematic course groups, and individual course designs, effectively meeting learning needs and achieving learning goals.