在地與全球情境融入華語教學設計：以《當代中文課程》第一冊為例

Abstract

本研究旨在回應當前初級華語教學現場中對文化理解與跨文化溝通能力培養的需求，探討如何將「在地文化」與「全球視野」有效融合於華語教材與教學之中。研究者以《當代中文課程》第一冊為核心，挑選其中具發展性的單元設計兩套文化補充教材：「茶文化」與「紙鈔文化」，透過在地文化特色與學習者母國文化之比較，進行教學活動設計與實地試教，期望能提升學生的文化理解力與語言學習動機。理論基礎方面，本研究結合「在地全球化」（glocalization）、「地方感」（sense of place）與「文化轉譯」（cultural translation）等概念，並參考跨文化教學與多元文化教育理論，提出文化教學應為語言學習不可或缺的一環。方法上，採質性教學實踐研究法，於臺師大華語文教學系與僑生先修部分別進行課堂教學實驗，蒐集學生回饋與教師觀課紀錄，評估教材設計之實用性與教學成效。研究結果顯示，學生對以文化主題為核心的課程展現高度興趣，且在課堂中能主動分享自身文化經驗，促進跨文化對話與反思。教材設計方面，結合圖片、影片與提問活動能協助初級學習者進入文化討論情境。觀課教師亦肯定本教材在文化深度與學生參與度上的正面影響，並提出教材可進一步拓展至其他文化主題與語言能力層級。本研究不僅補足現有教材在文化教學上的不足，也提供一套具體可行的教材設計模式，期望未來能作為華語文化課程開發與課堂實踐之參考依據，進一步促進初級學習者在語言與文化之間的整合學習，達成全球教育中所強調的跨文化素養與在地理解的雙重目標。

This study aims to address the current needs in elementary-level Chinese language teaching for fostering cultural understanding and intercultural communicative competence. It explores how local culture and global perspectives can be effectively integrated into Chinese language materials and instructional design. Centering on A Course in Contemporary Chinese (Volume 1), the researcher selected two thematically expandable units to develop supplementary cultural teaching materials: “tea culture” and “currency culture.” These materials incorporate comparisons between Taiwanese cultural features and learners’ native cultures (with a focus on Japan), and are implemented through instructional activities and classroom teaching practices to enhance learners’ cultural awareness and motivation for language learning.The theoretical framework combines the concepts of glocalization, sense of place, and cultural translation, drawing on theories of intercultural pedagogy and multicultural education. Methodologically, this study adopts a qualitative teaching-practice approach, conducting classroom experiments in the Department of Chinese as a Second Language and the Division of Preparatory Programs for Overseas Chinese Students at National Taiwan Normal University. Student feedback and instructor observations were collected to assess the practicality and effectiveness of the teaching materials.The findings reveal that students demonstrated strong interest in culture-themed lessons and actively engaged in sharing their own cultural experiences, thereby fostering intercultural dialogue and reflection. The use of visual aids, multimedia materials, and guided discussion questions facilitated cultural engagement among elementary learners. Observing instructors also affirmed the materials’ cultural depth and their positive impact on student participation, while suggesting potential for broader application across other cultural topics and language proficiency levels.This research not only addresses the limitations of existing elementary-level teaching materials in terms of cultural integration but also proposes a feasible model for designing culture-based Chinese language instruction. It is hoped that the outcomes of this study can inform future curriculum development and classroom practice, contributing to the cultivation of both intercultural competence and local-global cultural awareness as emphasized in global education.