美國AP中文考試和IBDP語言：B口說測試之中文圖文轉述能力教學策略研究

Abstract

本研究以美國AP中文課程（Advanced Plancement, 簡稱AP）與IB國際文憑組織（International Baccalaureate, 簡稱IB）之大學預科（Diploma Programme, 簡稱DP）中的語言B：中文課程作為依據，分析、統整此兩大語言測試中圖文寫作與圖文口說測驗題型，進行題目分類，並提出圖文轉述的教學策略。 本研究採用文獻分析法以及訪談法，蒐集2007年至2017年美國AP中文考試的圖文寫作題型，以及選用《國際文憑大學預科項目中中文B學習指導》書中，針對IB-DP語言B：中文普通課程測驗之個人口說活動─圖片描述練習題附圖進行分析。依照圖片結構、主題及包含內容進行歸納統整，並比較兩項語言課程測驗規定之能力等級差異，分析出圖文寫作及圖文口說測驗時所需的語言技巧，進一步擬定圖文寫作與圖文口說之教學策略。最後透過訪談法，對三位對於AP與IB-DP圖文轉述題型有教學經驗的海內外華語教師進行訪問，本研究將針對圖文寫作與口說常見的教學議題進行提問，請專家學者根據其專業與資深教學經驗作為達說明，並且與本研究的研究目的做結合─幫助教師與學習者在未來準備AP或IB-DP中文測驗時，對於圖文轉述的試前訓練有相關的學習策略可提供參照。This research is based on Advanced Placement and International Baccalaureate Diploma Programme to analyze and integrate the graphic writing and graphic oral test in between two languages mentioned above, followed by classifying them and propose graphic-text transcript teaching strategy. This research is carried out through data analysis and interview, also with the data collection from Graphic Textual Essay in AP Chinese Language from 2007 to 2017. Moreover, { IB Diploma Programme Chinese B Study Guide } have been chosen to analyze the individual oral-graphic description in the exam of International Baccalaureate Diploma Program. The graphic structure, theme and the content are classified and compared to analyze the language skills needed in graphic-writing and graphic-oral test so that drawing plans could be further figuring. At last, three teachers who have experience in Ap and IB-DP were interviewed. In this research, some of the common graphic- writing and graphic-oral teaching issues are investigated and the scholar or experts are pleased to depict their points based on their professional and enriched experience so that a reference could be provided to help teachers and learners in preparing their AP or IB-DP Chinese exam in future which is the core of this research.