漢語中的五行概念及其理論為基礎之教學設計

Abstract

漢語是個古老的語言，其中的漢字如急、情、忙、怒、風、瘋、悲等和詞彙如大膽、失神、有魄力、火氣大、焦慮、甜美等以及成語如相由心生、樂極生悲、心肝不好、心腸不好、六神無主…等都明顯受到了中國古典哲學中五行學說概念的影響。不謀而合的，在法語中，我們也發現了很多隱喻的用法根源於希臘古典哲學中的四大元素(The 4 moods)。這讓我們發現到古哲學對現代語言的影響。筆者認為若能在漢語教學中依照五行概念的基礎設計教案，將其貫徹到對外漢語教學的實踐中，並做出漢、法語言中受古典自然哲學影響的跨文化比較，將能促進漢語教學的效率。筆者嘗試以字本位教學為基礎，以字帶詞，以詞帶句，及集中識字的教學技巧，加入相關傳說的介紹、五行典故、文化概念、成語及相關詩詞韻律。過程中，融合法國高中LV3第三外語漢字門檻405個被動字及255個主動字的教學目標，讓漢語學習能與法國教育部規定之高中學習目標接軌，並於2021至2022年度實施教學。筆者配合《黃帝內經》中一年分配的五個季節(春、夏、長夏、秋、冬)，擬定一學年30堂課程的時間，在一周一堂的書法文化課中做出一學年的教材範例與教學設計。本研究的對象為法國布列塔尼地區兩所中學四個班級的39位學生，對其進行試教以及實施學習反饋問卷分析及訪談，深入了解本教學設計對學生學習的影響，以及對其提高漢語水平的能力是否有提升的作用。結果顯示，本教案設計對於提升學習中文的興趣以及了解中華文化是有效的，學生因此學會了漢字的構字、構詞的技巧、漢語中的譬喻用法、中國五行文化概念的認識以及希臘古哲學四元論對法語的影響等。Chinese is an ancient language, in which Chinese characters such as anxious, affection, busy, anger, wind, madness, sadness, etc. and words such as bold, absent-minded, courageous, angry, anxious, sweet, etc., and idioms are obviously influenced by the Five Elements culture in Chinese classical philosophy. However, in French, we also find that many metaphorical uses and they are rooted in the four elements (The 4 moods) in classical Greek philosophy.The author makes a Chinese lesson design based on the concept of the Five Elements, apply them to the practice of teaching Chinese as a foreign language, and make cross-cultural comparisons between Chinese and French languages influenced by classical natural philosophy, it will be able to promote Chinese language teaching efficiency. This teaching will be implemented in 2021-2022.This lesson try to use character-based teaching , use characters with words, use words with sentences, and focus on the teaching skills of literacy, add the introduction of relevant legends, five-elements allusions, cultural concepts, idioms and related poetry rhythms to improve the effectiveness of Chinese learning, In the process, the French high school LV3 third foreign language Chinese character threshold are integrated, so that students' learning can be in line with the high school learning goals stipulated by the French Ministry of Education.The author cooperates with the five seasons (spring, summer, long summer, autumn, and winter) allocated in one year in the "Huangdi Neijing", and draws up 30 courses in one academic year, and makes one academic year's teaching materials for 38 students in one calligraphy culture class a week. The results show that it is effective in enhancing the interest in learning Chinese and understanding Chinese culture.