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題名 沉浸式中文課程之文化教學現況與建議—以美國明尼蘇達州某小學為例
The Current Situation and Suggestions for Chinese Culture Teaching in Chinese Immersion Class at an Elementary School in Minnesota, U.S.A.作者 鄭皓尹
Cheng, Hao-Yin貢獻者 舒兆民
Shu, Zhao-Min
鄭皓尹
Cheng, Hao-Yin關鍵詞 沉浸式項目
海外小學
文化教學
課程規劃與設計
華語文教學
Immersion program
Overseas elementary school
Culture teaching
Curriculum and instruction
Teaching Chinese as a second language日期 2019 上傳時間 7-Aug-2019 16:31:28 (UTC+8) 摘要 在現今華語文教學中，不論是課堂上或是相關研究大多著重在語言的教與學及語言本體研究，教材也偏向以提升語言技能為主。然而，語言教學不只教語言，也應該教語言所承載的文化。目前海外的華語文教學因為各種因素而使文化教學淪為語言教學的配角，甚至是可有可無，導致學習者學了語言，卻對其背後的文化一知半解，因而促成本研究探討海外沉浸式中文課程的文化教學現況。本研究透過筆者於美國明尼蘇達州某中文沉浸式小學的實習經驗，點出目前文化教學的困境與挑戰。首先採用內容分析法探討該校課綱、教材及相關資料的文化教學目標和內容後，再發放問卷，調查該校教師對於課綱與教材的想法、態度及其教學方式，並利用半結構性訪談來訪問該校教師，以深入了解文化教學的現況。最後再根據調查結果，提出沉浸式中文課程的文化教學之結論與建議。經由資料的分析和歸納，結果發現，教師對於文化教學均採認同且認為相當重要的態度來看待，然而學校的政策與制度、課綱及教材、學生的語言能力與環境、教師的背景知識或其他等不同因素，導致文化教學在沉浸式中文課程裡不受重視。因此，本研究除了給予文化教學及主題之建議，也為目前文化教學的現況提出改善方法，並為海內外華語文教學提供相關參考與啟示。
Nowadays in Teaching Chinese as a Second Language (TCSL), whether in class or related research, most of the time it emphasizes the language teaching and learning and the language itself. The textbooks also tend to focus on improving language proficiency. However, language teaching does not only teach a language, but also the culture that language carries. TCSL overseas now has made culture teaching merely a supporting role in language teaching because of various factors. It is even regarded as dispensable, which causes learners to have little knowledge of the essence of culture behind the language. Therefore, this study is conducted to explore the current issues of culture teaching in Chinese immersion class overseas.This study points out the difficulties and challenges of culture teaching facing right now through my student teaching experience at a Chinese immersion program of an elementary school in Minnesota, U.S.A. First, content analysis method was applied to explore the culture teaching goals and contents of school curriculum guidelines, teaching materials and other relevant documents. Next, questionnaires were sent to survey teachers’ ideas and attitudes toward the school curriculum guidelines and teaching materials about culture as well as their teaching methods. In addition, semi-structured interviews with teachers were conducted to have a profound and complete understanding of the current situation of culture teaching. Finally, based on the survey results, the conclusions and suggestions of culture teaching in Chinese immersion class were proposed.With the analysis and process of the data collected from questionnaires and interviews, it is found that the teachers tend to have a positive attitude toward culture teaching. However, various factors, such as the school policy and system, the curriculum guidelines and teaching materials, the students’ language learning environment, the teachers’ cultural backgrounds and knowledge and other factors, have led culture teaching to be not taken seriously in Chinese immersion class. As a result, in addition to giving suggestions about culture teaching, this study also proposed solutions to solve the main problems of culture teaching, and provides relevant references and inspirations for TCSL both home and abroad.參考文獻 中文部分（依中文姓氏筆畫排列）一、專書方麗娜（2009）。華人社會與文化。台北：正中書局。王文科、王智弘（2014）。教育研究法。台北：五南。王斌華（2003）。雙語教育與雙語教學。上海：上海教育出版社。江惜美（2018）。華語文教材與教學設計。台北：新學林出版社。朱榮智（主編）（2009）。實用華語文教學概論。台北：新學林出版社。邢志群（2013）。對外漢語教學法。台北：文鶴出版有限公司。李曉琪（主編）（2006）。對外漢語文化教學研究。北京：商務印書館。杜振亞、郭聰貴、周伶瑛、鄭麗娟、林麗娟、吳佳蕙（譯）（2006）。學習導向的教學設計原理（原作者：Gagné, R. M., Wager, W. W., Keller, J. M., Golas, K. 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A view from within: A case study of Chinese heritage community language schools in the United States. Washington, DC: National Foreign Language Center.二、期刊論文Brooks, Nelson. (1968). Teaching Culture in the Foreign Language Classroom. Foreign Language Annals, 1, 204-217.三、會議論文Alatis, J. E. (1996). Georgetown University Round Table on Languages and Linguistics (GURT) 1996: Linguistics, Language Acquisition, and Language Variation: Current Trends and Future Prospects. Georgetown University Press.四、技術報告American Council on the Teaching of Foreign Language (ACTFL) (n.d.). World-Readiness Standards for Learning Languages. Retrieved April 29, 2017, from https://www.actfl.org/publications/all/world-readiness-standards-learning-languages/5cs-standards-summaryState of Minnesota (US), Minnesota Department of Education. (2007). Chinese Language Programs Curriculum Development Project. Retrieved from https://www.leg.state.mn.us/docs/2007/mandated/070138.pdfState of Minnesota (US), Minnesota Department of Education. (2010). Minnesota K-12 Academic Standards in English Language Arts. Retrieved from https://education.mn.gov/MDE/dse/stds/ela/ 描述 碩士
國立政治大學
華語文教學碩博士學位學程
102161002資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102161002 資料類型 thesis dc.contributor.advisor 舒兆民 zh_TW dc.contributor.advisor Shu, Zhao-Min en_US dc.contributor.author (Authors) 鄭皓尹 zh_TW dc.contributor.author (Authors) Cheng, Hao-Yin en_US dc.creator (作者) 鄭皓尹 zh_TW dc.creator (作者) Cheng, Hao-Yin en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-Aug-2019 16:31:28 (UTC+8) - dc.date.available 7-Aug-2019 16:31:28 (UTC+8) - dc.date.issued (上傳時間) 7-Aug-2019 16:31:28 (UTC+8) - dc.identifier (Other Identifiers) G0102161002 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124850 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 華語文教學碩博士學位學程 zh_TW dc.description (描述) 102161002 zh_TW dc.description.abstract (摘要) 在現今華語文教學中，不論是課堂上或是相關研究大多著重在語言的教與學及語言本體研究，教材也偏向以提升語言技能為主。然而，語言教學不只教語言，也應該教語言所承載的文化。目前海外的華語文教學因為各種因素而使文化教學淪為語言教學的配角，甚至是可有可無，導致學習者學了語言，卻對其背後的文化一知半解，因而促成本研究探討海外沉浸式中文課程的文化教學現況。本研究透過筆者於美國明尼蘇達州某中文沉浸式小學的實習經驗，點出目前文化教學的困境與挑戰。首先採用內容分析法探討該校課綱、教材及相關資料的文化教學目標和內容後，再發放問卷，調查該校教師對於課綱與教材的想法、態度及其教學方式，並利用半結構性訪談來訪問該校教師，以深入了解文化教學的現況。最後再根據調查結果，提出沉浸式中文課程的文化教學之結論與建議。經由資料的分析和歸納，結果發現，教師對於文化教學均採認同且認為相當重要的態度來看待，然而學校的政策與制度、課綱及教材、學生的語言能力與環境、教師的背景知識或其他等不同因素，導致文化教學在沉浸式中文課程裡不受重視。因此，本研究除了給予文化教學及主題之建議，也為目前文化教學的現況提出改善方法，並為海內外華語文教學提供相關參考與啟示。 zh_TW dc.description.abstract (摘要) Nowadays in Teaching Chinese as a Second Language (TCSL), whether in class or related research, most of the time it emphasizes the language teaching and learning and the language itself. The textbooks also tend to focus on improving language proficiency. However, language teaching does not only teach a language, but also the culture that language carries. TCSL overseas now has made culture teaching merely a supporting role in language teaching because of various factors. It is even regarded as dispensable, which causes learners to have little knowledge of the essence of culture behind the language. Therefore, this study is conducted to explore the current issues of culture teaching in Chinese immersion class overseas.This study points out the difficulties and challenges of culture teaching facing right now through my student teaching experience at a Chinese immersion program of an elementary school in Minnesota, U.S.A. First, content analysis method was applied to explore the culture teaching goals and contents of school curriculum guidelines, teaching materials and other relevant documents. Next, questionnaires were sent to survey teachers’ ideas and attitudes toward the school curriculum guidelines and teaching materials about culture as well as their teaching methods. In addition, semi-structured interviews with teachers were conducted to have a profound and complete understanding of the current situation of culture teaching. Finally, based on the survey results, the conclusions and suggestions of culture teaching in Chinese immersion class were proposed.With the analysis and process of the data collected from questionnaires and interviews, it is found that the teachers tend to have a positive attitude toward culture teaching. However, various factors, such as the school policy and system, the curriculum guidelines and teaching materials, the students’ language learning environment, the teachers’ cultural backgrounds and knowledge and other factors, have led culture teaching to be not taken seriously in Chinese immersion class. As a result, in addition to giving suggestions about culture teaching, this study also proposed solutions to solve the main problems of culture teaching, and provides relevant references and inspirations for TCSL both home and abroad. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究問題與目的 3第三節 研究範圍 5第四節 名詞釋義 5第二章 文獻探討 7第一節 沉浸式教學 7一、沉浸式教學起源與發展 7二、沉浸式項目類型與課程目標 11三、美國中文沉浸式項目—以明尼蘇達州某小學為例 14第二節 文化教學 16一、文化和語言的關係 17二、文化教學和5C文化準則 18三、文化教學方法與課程類型 21四、教材內的文化主題與內容 25第三節 課程規劃與設計 27一、課程規劃與教學設計主要模式 27二、文化課程規劃 34三、文化課程教學設計 36第三章 研究方法 43第一節 研究方法說明 43第二節 研究對象 44第三節 研究流程設計 46第四節 研究工具與資料處理 48第四章 沉浸式中文課程的文化教學現況 53第一節 課綱及教材的文化內容 53第二節 問卷調查結果與討論 63一、研究對象背景 63二、學校課程大綱與教材 64三、沉浸式中文課程裡的文化教學 66四、教師對於文化教學的態度 71第三節 文化教學實施情況與問題 74一、調查結果 74二、現況與問題 75第五章 結論與建議 81第一節 結論 81一、針對該校課綱及文化主題的建議 81二、教師對於文化教學的態度及方法 82三、沉浸式中文課程裡文化教學的現況及改善方法 83第二節 建議 86一、文化主題 86二、未來研究發展方向 95參考文獻 97附錄 103附錄一：問卷題目 103附錄二：訪談大綱 107附錄三：文化課教案 108附錄四：文化課－教學省思表 111 zh_TW dc.format.extent 1524714 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102161002 en_US dc.subject (關鍵詞) 沉浸式項目 zh_TW dc.subject (關鍵詞) 海外小學 zh_TW dc.subject (關鍵詞) 文化教學 zh_TW dc.subject (關鍵詞) 課程規劃與設計 zh_TW dc.subject (關鍵詞) 華語文教學 zh_TW dc.subject (關鍵詞) Immersion program en_US dc.subject (關鍵詞) Overseas elementary school en_US dc.subject (關鍵詞) Culture teaching en_US dc.subject (關鍵詞) Curriculum and instruction en_US dc.subject (關鍵詞) Teaching Chinese as a second language en_US dc.title (題名) 沉浸式中文課程之文化教學現況與建議—以美國明尼蘇達州某小學為例 zh_TW dc.title (題名) The Current Situation and Suggestions for Chinese Culture Teaching in Chinese Immersion Class at an Elementary School in Minnesota, U.S.A. en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部分（依中文姓氏筆畫排列）一、專書方麗娜（2009）。華人社會與文化。台北：正中書局。王文科、王智弘（2014）。教育研究法。台北：五南。王斌華（2003）。雙語教育與雙語教學。上海：上海教育出版社。江惜美（2018）。華語文教材與教學設計。台北：新學林出版社。朱榮智（主編）（2009）。實用華語文教學概論。台北：新學林出版社。邢志群（2013）。對外漢語教學法。台北：文鶴出版有限公司。李曉琪（主編）（2006）。對外漢語文化教學研究。北京：商務印書館。杜振亞、郭聰貴、周伶瑛、鄭麗娟、林麗娟、吳佳蕙（譯）（2006）。學習導向的教學設計原理（原作者：Gagné, R. 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