華語文同步遠距教學與短期密集課程之整合-以日籍初級學者為對象之課程設計-

Abstract

本文旨在整合華語文同步遠距教學與短期密集課程之設計原則，且以日籍學習者為對象，並且試著從理論與實際兩大方向中，發展出合理的研究結果。 華語是現今世界上使用人口數最多的語言，華語文學習者更是遍布全世界。然而並不是每位學習者都有機會來到目標語國學習華語，或是在目標語國長時間學習華語，因此同步遠距教學的無遠弗屆與短期密集課程的短時性，正好提供了學習者「多元性」學習的管道，此乃本研究產生的背景，希望能全面性、多方位地滿不同類型華語文學習者的需求。 本研發的研究方法採質化研究法來進行，並透過台師大與日本早稻田大學合作的教學模式為樣本，訪談授課教師、學生、觀摩人員，以其瞭解教師和學生在教學內容與教學策略上實際面臨的問題及難點。且實地觀察上課情形，並輔以研究者親身教學經驗，期能設計出適切的教學活動。 結果顯示：1.學習者口語表達能力的深度與難度，有待加強。2.教材內容得滿足學習者的要求。3.教材內容要有連慣性。4.教學策略需要更靈活多樣。最後基於語言教學理論。以及整理歸納訪談觀察結果，在教學分析、教學內容與教學策略、教學評鑑等方面進行分析與探討，且提出華語文同步遠距教學與短期密集課程整合之後課程設計原則，根據此原則提出教學建議，並且設計整合後之教學活動與過程。盼能提供華語教學界於未來設計相關的課程之參考。

This research was designed to meet the learning needs of beginner Japanese students by integrating the educational principles behind long-distance synchronous approach and short-term comprehensive courses in the study of the Mandarin language. It attempts to reach a reasonable result based on both theoretical hypotheses and practical designs.Mandarin is arguably the most frequently spoken language in the modern world. While there are non-native speakers in almost every part of the world that wish to study Mandarin, many of these individuals do not have the means to go abroad for long-term language study in a native speaking country of the target language. Therefore, the creation of a long-distance synchronous Mandarin approach coupled with short-term comprehensive course curriculum could potentially provide these individuals with a study venue that satisfies their Mandarin study needs. This research used the descriptive qualitative method. Beginner Japanese exchange students between National Taiwan Normal University and Japanese Waseda University acted as the sample. Teaching staff, students, and observing third parties were interviewed in order to evaluate any questions or difficulties pertaining to the methods or contents of the course that may have been encountered throughout the course period. Investigators observed the class in order to facilitate a more appropriate design of teaching methods. Analysis and discussion on evaluation of teaching methods and curriculum strategies were done based on the theoretical principles of language instruction, the review of interviews with the learners and instructors, and through the consideration of observations made by investigators. The research results showed: (1) The course’s ability to improve learners’ oral competency in Mandarin needs to be improved; (2) The teaching content of the course should satisfy the needs of the learners; (3) The content of the teaching material needs to be coherent; (4) The teaching style of the courses must be dynamic. It is the hope of the author that the results of this study may be utilized as a reference for future curriculum design.