多模態文本於非同步華語文化課程之教學設計－以美國羅德島州ACN華人文化課程為例

Abstract

本研究旨在探討多模態文本（multimodal texts）在非同步華語文化課程中的應用，並以美國羅德島州ACN華人文化課程為例。研究目的在於設計與規劃一個結合多模態文本的華語文化課程，包含茶文化、音樂文化與詩詞文化，並結合哈佛大學教育研究所零點計畫（Project Zero）中的思考歷程（thinking routines）活動與現上Padlet交流平台，期望能提升學習者的對華人文化的理解和語言能力，同時也能為非同步華語學習開創新型態與活化華語教學課堂。本研究的教學設計對象以美國羅德島州高中生為主，以非同步學習模式為其開設華人文化課程。研究中運用學習者、教師與專家的量化與質化回饋與建議做為評鑑結果，以在未來優化本研究設計之課程。研究結果顯示，學習者多數認同非同步華語文化課程的進行方式，也對多模態文本的融入有不少的興趣；教師與專家則認為多模態文本的華人文化課程有別於傳統的華語教學課堂，能增加學習的趣味性和互動性，還有助於學習者在非同步環境中更有效地掌握華語和文化知識。This study aims to explore the application of multimodal texts in asynchronous Chinese culture courses, taking the ACN Chinese culture course in Rhode Island, USA, as an example. The objective is to design and plan a Chinese culture course integrating multimodal texts, including tea culture, music culture, and poetry culture. It also incorporates thinking routines activities from Project Zero by the Harvard Graduate School of Education and the Padlet online communication platform. The goal is to enhance learners' understanding of Chinese culture and language proficiency, while also pioneering new approaches to asynchronous Chinese learning and revitalizing Chinese language classrooms. The target audience of this study primarily consists of high school students in Rhode Island, USA, for whom a Chinese culture course is offered in an asynchronous learning mode. The study utilizes quantitative and qualitative feedback and suggestions from learners, teachers, and experts as evaluation results to optimize the course design in the future. The results show that most learners agree with the implementation of the asynchronous Chinese culture course and have a considerable interest in the integration of multimodal texts. Teachers and experts believe that the multimodal text-based Chinese culture course differs from traditional Chinese language teaching, increasing the fun and interactivity of learning, and helping learners more effectively master Chinese language and cultural knowledge in an asynchronous environment.