融入可視式思考的華語教學設計—以SDGs目標11之文化與環境議題為核心的課程實踐

Abstract

本研究旨在以聯合國永續發展目標第十一項「永續城鄉」為核心，探討如何透過多模態文本與可視式思考活動融入華語議題教學，引導學生理解文化保存與環境保護之間的衝突與平衡，並培養其觀點取替、反思及語言表達能力。本研究以天燈文化為主題，運用多模態文本作為議題導入，搭配可視式思考活動，促進學生從多元視角思考，並分析學生學習單與課後自評表之回饋，以了解學習成效。研究結果發現，大多數學生能辨識文化保存與環境保護之間的關聯性，並於課堂活動展現多元觀點整合與觀點取替能力，在寫作活動時，亦有學生能進一步提出折衷的改善方案，展現對議題的理解、後設認知能力與社會責任意識，此外，教師適時提供思考引導及語言鷹架，有助於學生更有條理地表達自身觀點並深化對文化與環境永續議題的認識和理解。

This study aims to explore the integration of multimodal texts and visible thinking routines into Mandarin language instruction, with a focus on Sustainable Development Goal 11:"Sustainable Cities and Communities." Centering on the cultural practice of sky lanterns, the instructional design sought to guide learners in understanding the tensions and potential balance between cultural preservation and environmental protection. Through the use of multimodal materials as thematic entry points and structured thinking activities to foster multiple perspectives, the course aimed to cultivate students' skills in perspective-taking, critical reflection, and language expression.Data were collected through student worksheets and post-instruction self-assessment questionnaires to assess learning outcomes.The findings reveal that most students were able to recognize the interrelationship between cultural and environmental values and demonstrated the ability to synthesize diverse viewpoints through classroom discussions. Moreover, in the concluding writing task, several students proposed compromise-oriented solutions that reflected their understanding of the issue, their metacognitive knowledge and regulation, along with an emerging sense of social responsibility. The study also emphasizes the significance of instructional scaffolding and linguistic support in facilitating students' ability to organize their ideas and deepen their understanding of issues related to cultural preservation and environmental sustainability through language learning.