以CSI思維歷程於中級華語學習者之圖像教學設計與應用—以 SDGs 健康、平等與和平主題為例

Abstract

本研究以主題教學為主，將聯合國永續發展目標（Sustainable Development Goals, 簡稱SDGs）的重大概念帶進華語教學，並參考哈佛大學零點計畫的思維歷程之教學應用，藉此促進學習者更高層次的思維，尤其是針對國際時事與SDGs主題，有更深入的了解，並能用中文表達觀點與進行討論。研究者以SDGs第三項目標：良好的健康與福祉、第五項目標：性別平等以及第十六項目標：和平正義為基礎概念，分別設計了三個主題教學的活動設計，並應用了放大、粉筆談話、看－思考－懷疑以及顏色－符號－圖像的思維活動，讓學習者在學習華語的同時，也能探究和思考健康、平等與和平等主題的意義。本研究進行為期六週的教學實驗，實施方式為每週四小時，分別於週二及週四各上二小時的線上課程。研究對象為阿根廷國立庫約大學語言中心的四位中級華語學習者。在實際進行三個主題教學之後，研究者以學習者的CSI作品作為評量依據，並通過問卷調查來了解學習成果與學生的反饋。研究結果顯示，結合SDGs主題與思維歷程的教學活動有助於學習者擴充與題目相關的華語詞彙及練習表達與寫作，能促進學習者提升寫作能力。此外，藉由此教學研究所進行的活動，也促進了學習者的思考能力，進行對時事更深程度的理解與反思。This study focuses on theme-based teaching and develops a Chinese teaching plan which integrates the major concepts of the United Nations' Sustainable Development Goals (SDGs) and the use of the thinking routines developed by Harvard University's Project Zero. We aim to promote higher-level thinking among learners, especially in understanding international current affairs and SDG topics in depth, and being able to express opinions and engage in discussions in Chinese. The researcher designed three theme-based teaching activities based on SDG Goal 3 Good Health and Well-being, Goal 5 Gender Equality, and Goal 16 Peace, Justice, and Strong Institutions that integrate thinking routines such as zoom in, chalk talk, see-think-wonder, and color-symbol-image, in order to allow learners to explore and reflect on the meaning of the themes of health, equality and peace while learning Chinese.The study was conducted as a six-week teaching experiment, with four hours of online classes per week, two hours on Tuesdays and two hours on Thursdays. Four intermediate Chinese learners from the Language Center of the National University of Cuyo, Argentina, participated in this research. After teaching the three topics, the researcher used the learners' CSI work as the basis for assessment, and carried out a survey to know the learning outcomes and students' feedback. The results of the study showed that teaching activities that combined SDGs themes and thinking routines helped learners expand their topic-related Chinese vocabulary and practice writing, as well as improved their writing skills. In addition, the activities conducted in this teaching and learning study promote the learners' ability to think, to understand and to reflect more deeply on current events.