IBDP中文B臺灣特色文化之教學設計——以移動為主題

Abstract

本研究旨在探討如何將臺灣特色文化融入國際文憑大學預科課程（IBDP）中文B的教學設計中，以「移動」為核心主題，串連臺灣特色文化進行課程設計與實踐。研究對象為臺灣某國際文憑學校的三個11年級（DP1）班級，教材採用研究者與臺師大國語中心和臺灣文學館合編之《臺灣文學與文化基本教材》，內容涵蓋鐵路文化、移工文化及媽祖信仰等特色文化。課程設計則與一位華語教學專家和兩位現職國際文憑教師中文教師協作，配合國際文憑的教育理念，透過「主線、支線、隱藏故事」、「創造意義」兩種可見式思考活動，以及課堂中的文本分析和問題討論，實踐IB課程提供學生深入探究與理解的學習經驗，並培養學生深入表象「探索複雜性」的思維能力。本研究分七章探討研究動機背景與研究核心問題、文獻回顧、研究設計、教材開發、課程設計、教學實踐與成果分析。研究發現，通過引導學生對在地文化和全球議題的深度探討，可提升其高層次的思維能力及文化敏感度，並促進國際情懷的養成，特別是使用可見式思考例程活動，能夠更有系統的教與學。此外，學生與教師的回饋顯示，教材與教學活動有效增強了文化學習的深度與廣度，為IB課程設計提供了實踐參考。研究最後提出了個人教學反思與未來研究建議，以期待能透過深化文化主題研究、跨學科整合、擴展研究範圍與樣本、增加更多思維技能的培養、多元的評估、加強課程合作與動態調整，進一步完善以在地文化為核心連結全球議題的國際文憑課程教學模式。This study explores the integration of Taiwanese cultural into the International Baccalaureate Diploma Programme (IBDP) Language B Chinese curriculum, with"mobility" as the topic. The research involved three DP1 (Grade 11) classes at a Taiwanese IB school, using ‘’ Taiwan Literature Reader’’ and ‘’ Learning through Taiwan Culture’’ as the materials, which were co-developed with National Taiwan Normal University's Mandarin Training Center and the Taiwan Literature Museum. The materials featured railway culture, migrant worker culture, and Mazu worship. The curriculum design was developed collaboratively with a Mandarin teaching expert and two IBChinese teachers, following the IB’s educational philosophy and incorporated visible thinking routines—“Main, Side, Hidden” and “Making Meaning”—along with text analysis and discussions to foster inquiry-based learning, critical thinking, and the ability to"explore complexity" beyond surface interpretations. Using methods such as literature review, instructional design, teaching practice, and feedback analysis, etc. The study demonstrated that integrating local culture and global issues enhances students’ higher-order thinking and cultural sensitivity while fostering international-mindedness. Notably, the use of visible thinking routines was found to systematically support effective teaching and learning. Feedback also indicated that the materials and activities significantly enriched cultural learning and provided practical insights for IBDP curriculum design. Finally, the study presents personal teaching reflections and recommendations for future research expected to refine the integration of local culture with global issues in IBDP instructional models.