內容導向教學於幼兒華語閱讀手作：「我們的家庭」教學教案設計及實施

Abstract

本研究以「我們的家庭」為主題，結合內容導向教學（CBI）與雙語繪本及主題手作策略，探討幼兒在華語學習中的認知與語言發展成效。首先，在教學前階段由主要照顧者每日以幼兒母語進行繪本共讀，建立語意連結與主題理解，進一步支持課堂中的華語繪本學習。實施結果顯示，幼兒能迅速掌握「家庭成員」等主題概念，並於教學中展現主動參與與高認知表現。此外，研究採用同步呈現母語與目標語版本的繪本，觀察幼兒語言遷移與主題理解能力。課堂觀察與問卷回饋結果指出，幼兒能正確對應圖像與詞彙，並以簡單句型描述家庭成員特徵與日常生活情境，顯示對目標語繪本內容具有良好認知。

在語言輸出部分，研究設計涵蓋漢語拼音字母的手作活動、唱遊律動、主題為主的手作等活動，激發幼兒於操作中自然模仿並實際應用華語詞句。教師觀察記錄指出，學生在手作情境中，可以自然並主動運用目標語詞彙與句型，顯示聽說能力之明顯提升。為強化日常語言使用，每次課程亦納入結合日期、天氣、問候語之唱遊活動。一方面可以加強上課的專注力，另幼兒在重複的音樂與律動中習得日常教室語言，並能於自然情境中主動使用，有效促進語言的內化與生活應用頻率。

整體而言，本研究以三階段實施模式展開教學與成效評估，包含家庭母語共讀、課堂主題教學與多元觀察與問卷回饋機制。結果顯示，教學策略能顯著促進幼兒在認知理解、語言表達及教室參與度等層面的成長，並獲得家長高度肯定與支持。This study investigates the effects of content-based instruction (CBI) incorporating bilingual picture books and theme-based crafts—centered around the theme “Our Family”—on the cognitive and language development of young learners acquiring Mandarin as a second language. During the pre-instruction stage, primary caregivers read the picture book in the child’s native language on a daily basis, which helped build semantic connections and conceptual understanding of the topic. This preparatory reading supported the comprehension of the Mandarin version of the same book during class. Implementation results showed that children quickly grasped key thematic concepts such as family members and demonstrated active engagement and strong cognitive responses in class.Additionally, the study adopted a parallel presentation of both native and target language versions of the picture book to examine learners’ language transfer and topic comprehension. Classroom observations and questionnaire feedback indicated that children were able to accurately match images and vocabulary and use simple sentence structures to describe family traits and daily life scenarios, demonstrating solid understanding of the content in the target language.

For language output, the instruction design included hands-on activities involving Hanyu Pinyin letter crafts, rhythmic singing and movement, and theme-based creation. These activities encouraged children to imitate and apply Mandarin naturally during participation. Teacher observations revealed that students were able to use target language vocabulary and sentence patterns spontaneously and appropriately, indicating a significant improvement in their listening and speaking abilities.To reinforce daily language use, each session incorporated rhythmic activities focused on dates, weather, and greetings. These activities not only enhanced classroom attention but also helped children acquire and naturally use functional classroom language through repeated musical and kinesthetic engagement, thereby promoting language internalization and contextual application.

Overall, the study adopted a three-phase model consisting of home-based native language reading, in-class thematic instruction, and a comprehensive evaluation through observations and questionnaires. Findings confirmed that this instructional approach significantly supported children’s growth in comprehension, verbal expression, and classroom participation, and was highly valued by parents.