馬來西亞《華文》教材分析暨非華裔生的華文輔助教材 發展研究——以華小低年級教材為例

Abstract

近年來，馬來西亞華小非華裔生逐年增加，他們以第一語言教學模式學習華語，甚至需以華語為學習其他學科的媒介語。然而，在毫無華語背景的情況下，非華裔生面對高難度的學習內容，不僅在學習上頻頻受挫，華語教師亦面臨著教學上的挑戰。為幫助華小非華裔生學習華語，同時減輕華小華語教師於授課方面的負擔，本研究從連接教與學的《華文》教材出發，探討華小非華裔生於《華文》的使用情況，同時採取多元的研究方法對不同對象進行全方面的考察，如：比較分析法、訪談法及問卷調查，以取得本研究結果。研究發現，華小非華裔生目前的狀況是多重因素相互作用的結果。首先，單從教材分析結果來看，《華文》於非華裔生來說可以「缺乏實用性」來概括，不僅內容難度過高，更對使用者的學習能力有一定要求，不適合非華裔生使用。此外，在華裔生與非華裔生人參半的情況下，華語教師為平衡教學及跟上課程進度，導致課堂時間不足，影響學習發展。基於種種原因，非華裔生無法在短時間內掌握需學知識，落下的進度將如滾雪球般越滾越大，形成惡性循環。由於華小華文課程主要為華裔生所設，華裔生有權獲取教材中的所有知識，因此在教材內容不變的情況下，為教材增添非華裔生所需的輔助材料將有助於非華裔生的語言學習。為此，本研究收集了各方的建議，如：增添漢語拼音注音、馬來文譯文指示語、馬來文摘要等，繼而將輔助材料融入《華文》及進行試用，以檢視其有效性，達成本研究目的。In recent years, the number of non-heritage CSL students in Malaysian Chinese primary schools has been increasing year by year, they learn Chinese as a first language and even use Chinese as the medium of instruction for other subjects. However, non-heritage CSL students face challenges in learning Chinese due to their lack of background in the language. This not only hinders their learning progress but also poses challenges for Chinese teachers.To assist non-heritage CSL students in learning Chinese and alleviate the teaching burden on Chinese teachers in Chinese primary schools, this study investigated the use of Huawen textbook by non-heritage CSL students in primary schools by using a variety of research methods, such as comparative analysis, interviews, and questionnaires, in order to obtain the results of this study.The study found that the current situation of non-heritage CSL students in Chinese primary schools is the result of the interaction of multiple factors. First of all, based on the analysis of the textbooks, it can be concluded that Huawen textbook lacks practicality for non-heritage CSL students. The content is not only difficult but also requires a certain level of language proficiency, making it unsuitable for non-heritage CSL students. Additionally, with an equal distribution of heritage and non-heritage CSL students, the limited classroom time due to the need for balanced teaching and curriculum coverage further affects learning development.Due to these reasons, non-heritage CSL students are unable to grasp the required knowledge within a short period, leading to a snowball effect of falling behind and creating a vicious cycle. Since the Chinese language curriculum is mainly designed for Chinese students, Chinese students have the right to acquire all the knowledge in the textbook. Therefore, incorporating supplementary materials specificallytailored to the needs of non-heritage CSL students would aid their language learning. In this regard, the study collects various suggestions, such as the addition of Hanyu Pinyin phonetic notation, Malay translation instructions, Malay language summaries, etc., and integrates these supplementary materials into the Huawen textbook for trial purposes to evaluate their effectiveness and achieve the objectives of this study.