沉浸式華語營隊課程設計
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2009
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Abstract
本論文的目的在探究沉浸式華語營隊的情境課程設計及課程的可行模式與設計理論。沉浸式教學是一種完全使用母語或只使用一點母語的教學方式，讓學生自然的大量接觸並學習目標語言。
本研究以「發展研究法」為主要研究方法，將沉浸式外語教學的理論、密集課程的研究、外語營隊的本質與成效、美國學生學習華語的特質、課程設計理論與模式作為本研究的理論基礎，透過現況分析，並且訪談參與過沉浸式華語營隊的教師與學生，實際觀察教學情況，了解學生對課程的需求與問題，進而研究出一套沉浸式華語營隊情境課程設計與實施原則，最後研發出一套可作為實際教學的範例。
在經過文獻探討、需求分析及實際範例設計後，研究者得到以下結論：一、沉浸式華語營隊課程之作用，在於對學習者語言能力的提升及文化的薰陶。二、以主題式教學作為課程主題，善用沉浸式語言環境的特點，結合主題和情境進行教學活動，讓學習者能實際練習使用目標語言。三、沉浸式華語營隊課程內容不脫離適應環境、營隊精神與文化活動。四、未來教學發展與建議方面，可探討實施本研究所設計之課程後的結果，更能針對年齡層較低的學習者來設計課程，並發展主題式的華語營隊教材，使沉浸式華語營隊課程更為完善。
“Developmental research” is applied as the main research methodology in the present study. The theoretical framework was set up based on related studies of the theories and functions of immersion, intensive curriculum, the outcomes of foreign language camps, the characteristics of American learners, and curriculum design. The results of the present study were concluded after the literature review. Demands were analyzed and practical examples were designed. First, within the setting of immersion camps it was found that learners improved in terms of language ability and in their appreciation of the target culture. Second, the curriculum was designed based on themes and experiential teaching. This is considered to be an efficient way to make students practice the target language. The present study utilized the following three themes: “getting used to the environment at camp,” “nature exploring” and “cultural activities”. Future teaching development demands that attention be paid to the implementation of the curriculum designed, designing a curriculum for specifically aged children as well as complete TCSL materials for Chinese immersion camps.
“Developmental research” is applied as the main research methodology in the present study. The theoretical framework was set up based on related studies of the theories and functions of immersion, intensive curriculum, the outcomes of foreign language camps, the characteristics of American learners, and curriculum design. The results of the present study were concluded after the literature review. Demands were analyzed and practical examples were designed. First, within the setting of immersion camps it was found that learners improved in terms of language ability and in their appreciation of the target culture. Second, the curriculum was designed based on themes and experiential teaching. This is considered to be an efficient way to make students practice the target language. The present study utilized the following three themes: “getting used to the environment at camp,” “nature exploring” and “cultural activities”. Future teaching development demands that attention be paid to the implementation of the curriculum designed, designing a curriculum for specifically aged children as well as complete TCSL materials for Chinese immersion camps.
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沉浸式, 華語營隊, 夏令營, 課程設計, Immersion, Chinese Camp, Summer camp, Curriculum Design