從全語言觀看馬來西亞幼兒華文教學 —— 以 Z 幼兒園為例

Abstract

馬來西亞是一個多元文化的國家，華文教育在當地扮演重要角色。近年來，馬來西亞幼兒教育領域備受關注，強調通過營造真實、自然和有意義的語言環境，促進幼兒綜合語言能力的發展。然而，過去對於幼兒華文教學的研究相當有限。有鑑於此，本研究選擇以全語言觀為視角，深入探究馬來西亞幼兒華文教學的實際情況，期望為該領域研究提供新視野。本研究以馬來西亞Z幼兒園為個案，探究該園小象班和小兔班幼兒華文教學的實際情況。研究透過觀察記錄、收集幼兒作品、訪談教師和家長質性研究方法，獲取資料並進行分析。研究發現，小象班和小兔班在課程設計與實施方面，秉持「以幼兒為中心」的理念，將華文教學貫穿於日常活動中，為幼兒營造豐富真實的華文學習環境。他們的課程活動設計生動有趣、貼近幼兒生活，如角色扮演、情境模擬、遊戲互動等，激發幼兒學習主動性。同時，教師還將華文教學與其他學科融合，培養跨學科綜合能力。在教室環境布置及教學材料運用上，兩班區劃出七大區域，緊扣幼兒興趣愛好，為他們提供自主探索、動手實踐的機會。教師靈活運用多元教具，將抽象知識具體形象化，豐富幼兒學習體驗。在教材選用上，圖畫書和開放性學習單的運用契合全語言理念，但園方自編作業仍存在偏差。研究指出，在全語言下，幼兒、教師和家長分別扮演不同角色相輔相成。幼兒是自主探索者，教師是語境營造者、活動設計者和文化引路人，家長則為幼兒營造良好家庭語言環境，共同為幼兒華文能力的提升做出重要貢獻。推行全語言觀過程中，難免面臨教師專業發展、教學資源等方面的挑戰，但通過教師培訓、校際交流、優化資源、加強家校合作等一系列有效策略予以應對，充分發揮了全語言觀的優勢。Malaysia is a multicultural nation where Chinese education plays a crucial role. Recently, Malaysian early childhood education has emphasized creating authentic, natural, and meaningful language environments to foster children's integrated language abilities. However, prior research on Chinese language teaching for young learners has been limited. Addressing this gap, this study adopts a whole language perspective to investigate Chinese language teaching practices in Malaysian kindergartens, aiming to provide new insights. The study examines Z Kindergarten, exploring Chinese instruction in the Little Elephant and Little Rabbit classes through observation records, children's work samples, and teacher/parent interviews. The qualitative data analysis yielded key findings.Adhering to a child-centered philosophy, the classes integrate Chinese learning into daily activities, creating rich authentic environments. The curriculum engages children through lively, relatable activities like role-play, simulations, and interactive games, promoting active learning. Teachers also integrate Chinese with other subjects to cultivate cross-disciplinary skills. The classrooms are divided into seven interest-based exploratory areas, providing hands-on opportunities. Teachers flexibly use diverse materials like posters and realia to concretize abstract concepts, enriching experiences. Picture books and open-ended worksheets align with whole language principles, though some kindergarten-created exercises deviate slightly. Under the whole language approach, children, teachers, and parents assume complementary roles. Children are autonomous explorers; teachers create contexts, design activities, and guide cultural understanding; parents cultivate supportive home language environments. Together, they contribute significantly to children's Chinese proficiency growth. Implementing the whole language philosophy presents challenges like teacher professional development and resource constraints. However, the kindergarten employs effective strategies such as teacher training, inter-school collaboration, resource optimization, and strengthened home-school partnerships to address these hurdles and fully leverage the whole language approach's advantages.