臺灣花布之中高級華語文化教材發展與教學設計

Abstract

隨著「在地化」概念的興起，華語教學領域開始重視將在地文化融入教學之中，使學習者在語言習得的同時，也能理解並欣賞所在地的文化脈絡。臺灣花布作為具臺灣特色的本土文化，不僅展現了臺灣的歷史與傳統美學風格，也蘊含豐富教學潛力與文化價值。本研究旨在設計以臺灣花布文化作為主題之中高級華語文化教材與課程，以此進行教學實踐，提升學習者對臺灣文化的理解與語言應用能力，並透過臺灣花布看見臺灣在地文化特色。教學設計內容包含臺灣花布的歷史發展、圖紋象徵意涵，以及現代應用發展等面向，同時結合繪本—《紅花仔布的秘密》及賞識思維（Artful Thinking）的思考路徑策略，引導學習者提升對臺灣花布文化的理解，並透過思考強化文化觀察力與語言表達能力，促進學習者在跨文化理解與語言表達上的發展。研究結果根據教學實踐之課堂觀察、學習單分析與學習者回饋，顯示臺灣花布強烈的視覺特色，可作為吸引學習者進入文化學習的橋樑，而其具象徵性的紋飾也具有跨文化詮釋的潛力。學習者在參與此文化主題課程後，對臺灣花布文化產生高度興趣且認為它是重要的臺灣文化之一，並進一步理解傳統文化傳承的價值與在地文化的重要性。期盼透過本研究能提供華語教學者及相關研究者參考，促使更多樣的臺灣在地文化與華語教學的結合，發展具有文化深度與語言學習並重的課程。

With the rising emphasis on localization, the field of Chinese teaching has increasingly recognized the importance of integrating local culture into instruction. This approach enables learners to acquire language skills while also understanding and appreciating the cultural context of their learning environment. As a culturally significant element representative of Taiwan, Taiwanese floral fabric embodies the island’s historical and traditional aesthetic values and offers rich potential for educational use.This study aims to design intermediate-to-advanced Chinese cultural teaching materials and a curriculum themed around Taiwanese floral fabric, applying it in practical teaching to enhance learners’ understanding of Taiwanese culture and their language proficiency. Through this cultural lens, students are introduced to the unique characteristics of Taiwanese local culture. The teaching content includes the historical development of floral fabric, the symbolism behind its patterns, and its modern-day applications. The curriculum incorporates the story book and the thinking routines from Artful Thinking to help learners deepen their understanding of floral fabric culture. These strategies are used to strengthen students’ cultural observation and language expression skills, fostering growth in both intercultural understanding and communication.Based on classroom observations, worksheet analyses, and student feedback from the teaching implementation, the findings reveal that the strong visual characteristics of Taiwanese floral fabric effectively engage learners and serve as a bridge into cultural learning. Its symbolic motifs also show potential for cross-cultural interpretation. After participating in this cultural theme course, learners expressed a high level of interest in Taiwanese floral fabric and recognized it as an important aspect of Taiwanese culture. They also gained a deeper appreciation for the value of cultural heritage and the significance of local culture. It is hoped that this study will serve as a reference for Chinese language educators and researchers, encouraging the integration of diverse Taiwanese local cultures into Chinese language education and the development of culturally rich, language-focused curricula.