環保議題融入中高級華語課程設計與實踐

Abstract

本研究期望能設計以環境保護為主題的華語課程，使中高級華語學習者在學習語言的同時，亦能了解相關環保知識，並透過共同討論現實世界所面臨的問題提升其環保意識。\n研究目的為：一、了解中高級華語學習者之學習需求。二、提供環保議題融入華語教學課程設計參考模式。三、評估具體教學成效。在課程設計前，透過文獻分析釐清本課程適合的教學方法、教學目標訂定方式以及教學材料的選取、編寫準則，主要以主題式教學法（Theme-Based Language Instruction）、溝通式教學法（Communicative Language Teaching）、美國外語教學學會（ACTFL）之5C準則（5C Standards）及貝爾格勒憲章（The Belgrade Charter）中的六項環境教育目標為本研究之教學理念，並參考英語教學之經驗，思考環境議題融入語言課程可行方式。亦透過需求分析，向中高級學習者與教師發放問卷，了解「教」與「學」兩方對於環保主題課程的態度及看法。綜合文獻與需求分析結果為本研究課程設計總體方向，依此進行課程發展設計，並實際進行兩次課程實施以評估學習成就及整體課程設計，提出改進之道及後續研究建議。\n本文主要研究方法為發展研究法、問卷及訪談調查法。發展研究法提供本研究可參照之設計流程，包含分析、設計發展、課程實施、成效評估、修正等階段。問卷調查用於課程設計前之學習需求分析、課程實施後之課程滿意度調查；訪談則用於課程實施後，了解學習者對本課程的想法、心得與建議，進一步回饋至修正建議。\n透過教學實施，學習者對於本課程皆給予正面評價，認為本課程有意思且實用，不僅能使語言技能進步，亦能關心、討論環境議題，也讓平常少有機會接觸時事的學生更了解台灣社會與文化。本研究根據教學成效提出幾點教學建議：一、在教學內容選取上，現實議題探討能加強學習者之社會語言能力，且符合學習興趣，使學習者能更了解所處的社會環境。議題以真實材料或非真實材料呈現皆有其須注意之處。二、在環境教育目標於華語課程之實踐上，教師須於課堂提供察覺、認識之契機，透過引導，學習者能自行運用其技能與評估能力，最後發展出個人觀點與態度。三、在課堂活動規劃上，輸入、輸出型活動須搭配且循序運用。筆者並於篇末提出後續研究建議。

This study examines the design of a Chinese language curriculum focused on environmental protection, and aims to enhance students’ language skills while increasing awareness about environmental issues.\nThere are three purposes of this study; the first is to analyze the learning needs of intermediate-high CSL students, the second is to provide a design model for an environmentally themed CSL curriculum, and the third is to evaluate the effectiveness of its implementation. Also included is a review of previous studies that highlights appropriate methods of developing objectives, editing materials, and teaching. The instructional philosophy of this study is based on theme-based language instruction, communicative language teaching, the 5 C’s language teaching standards (ACTFL) , and the six objectives of environmental education in the Belgrade Charter. A learning needs questionnaire is also given to both teachers and students in order to survey their opinions on teaching and learning. The results of this needs analysis and extensive review of existing literature provide the main guiding principles behind the curriculum’s development. The results of two terms of implementations are presented, as well as potential further improvements.\nThe main research method of this study is developmental research; surveys and interviews are used to as supplemental methods. The developmental research method provides a model for curriculum design, and calls for various phases of analysis, design (development), implementation, and evaluation. Survey research is then used to forecast learning needs before the design phase, and also to gather students’ feedback after the completion of the class. Interviews are used after each complete implementation to gather more information and impressions from students.\nAfter two complete implementations of the curriculum, the interview results show that students find the course practical and interesting, as they can not only enhance their language skills, but also raise their awareness of environmental issues through class discussion. In addition, they felt the class increased their understanding of Taiwan society and culture via discussion of current events. The main findings are as follows: \n1) Content relating to social issues can simultaneously improve students’ sociolinguistic competence and also meet their learning needs. The contents can be provided in authentic or inauthentic contexts, but should follow certain design principles. \n 2) To fulfill the six objectives of environmental education in a CSL curriculum, the instructor needs to help students understand environmental issues first, and then guide students to use their analysis skills to evaluate current events. Afterwards, students will develop their own perspective and attitude. \n3) To develop an effective course, the input and output activities should be arranged in sequence.