文化為本的華語教學：從改變思維方式入手

Abstract

本研究以文化為核心，從改變西方華語學習者的思維模式出發，探索文化導向語言教學的實踐可能。針對當前中高級華語學習者語言輸出困難、表達不夠地道，以及華語教學中文化內容薄弱的現況，研究主張語言學習應從「思維轉化」切入，協助學習者建構符合華語語境的思考方式，進而提升語言表達的邏輯性與文化適切性。本研究以東方整體性思維為理論基礎，融合元認知理論與2W1H思考模式，設計三項非語言導向之思維訓練工具：TEPO觀察法、關係描述概念圖與主題輪訓練法，並規劃四項思維教學活動，透過設計本位研究法 (Design-Based Research) 進行教學實驗與成效評估。研究採質性資料蒐集方式，包括教學札記、語言輸出樣本與口頭訪談，以觀察學習歷程與思維轉變。研究結果顯示：TEPO觀察法有助於建立整體視角與關聯性觀察，關係描述概念圖能提升學習者對語境細節與意義轉換的敏感度，主題輪訓練則有效強化主題意識與敘事層次。三項工具的整合應用顯著提升了語言輸出的邏輯性與文化契合度。本研究不僅提供華語教學一種文化導向的新路徑，也展現出將思維訓練融入語言教學的實踐潛力。This study centers on culture and explores the practical possibilities of culture-oriented language instruction by initiating a transformation in the thinking patterns of Western learners of Chinese. In response to the challenges faced by intermediate to advanced learners—such as difficulty in language output, lack of authentic expression, and the insufficient integration of cultural content in Chinese language teaching—this research advocates for a shift from form-focused learning to"thinking transformation." The goal is to help learners construct cognitive patterns aligned with the Chinese linguistic and cultural context, thereby enhancing the logical coherence and cultural appropriateness of their language expression. Grounded in the principles of Eastern holistic thinking and integrated with metacognitive theory and the 2W1H thinking model, the study designs three non-linguistic cognitive training tools: the TEPO Observation Method, the Relationship Mapping Diagram, andthe Thematic Wheel Training Technique. Four instructional activities were developed and implemented through a Design-Based Research (DBR) approach to evaluate their instructional impact. Qualitative data—including teaching notes, language output samples, and oral interviews—were collected to observe learning processes and cognitive transformation. Findings indicate that the TEPO Observation Method fosters a holistic and relational perspective; the Relationship Mapping Diagram improves learners’ sensitivity to contextual nuances and meaning shifts; and the Thematic Rotation Technique enhances thematic awareness and narrative depth. The integrated application of these tools significantly improves the logicality and cultural alignment of learners’ language output. This study not only provides a new pathway for Teaching Chinese as a Second Culture but also demonstrates the practical potential of incorporating cognitive training into language instruction.