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研究生: 黃子純
Ng, Zi-Chun
論文名稱: 華語內容與語言整合學習課程設計與教材編寫:「臺灣社會議題」課程之個案探析
The curriculum design of Chinese CLIL- A case study of “Taiwan’s current social issues”
指導教授: 杜昭玫
Tu, Chao-Mei
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2019
畢業學年度: 107
語文別: 中文
論文頁數: 102
中文關鍵詞: 內容與語言整合學習華語教學輔助課程課程設計
英文關鍵詞: CLIL, Chinese Teaching, Supplementary courses, Curriculum design
DOI URL: http://doi.org/10.6345/NTNU201900225
論文種類: 學術論文
相關次數: 點閱:304下載:94
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  • 內容與語言整合學習 (Content and Language Integrated Learning; CLIL) 是一種著重於內容與語言的雙焦點教學與學習方式。 教學者透過目標語言授內容,而學習者則透過內容來學習語言,用語言來學習內容。
    由於CLIL較少應用於華語教學中,故研究者欲探討華語輔助課程當中CLIL的應用性及成效。研究者結合華語(語言) 與台灣時下的社會議題(內容) ,並以Do Coyle (2010) 提出的4Cs核心原則(內容、溝通 (語言) 、認知及文化) 進行課程設計、教材編寫及教學實驗,並請觀課者填寫Do Coyle所提出的「CLIL觀課檢核表」,請學習者填寫依檢核表所編寫而成的「語言輔助課調查表」,隨後再進行兩份問卷的比較分析,並輔以觀課者的訪談以做進一步之分析。研究結果發現,CLIL的教材與教學設計皆能有效應用於華語教學上。

    Content and Language Integrated Learning (hereinafter referred to as CLIL) is a dual-focused educational approach. With the approach, teachers teach content through the target language and the learners are learning the content through the language or the language through the content.
    Since CLIL is rarely used in Chinese teaching, this aims to discuss the application and effectiveness of CLIL in Chinese study courses. This study combines Chinese (language) and Taiwan's current social issues (content). This paper compiles the teaching materials based on the 4Cs framework (content, communication (language), cognitive and culture), previously proposed by Do Coyle (2010), in order to conduct teaching experiments. During the trial lesson, class observers were asked to fill in a "CLIL Unit Checklist” which designed by Do Coyle, and learners were asked to complete a "supplementary class feedback" survey which based on the checklist. Then, we analyzed and compared the differences between the two, supplemented by the interviews with 4 class observers for further analysis. The results show that CLIL's teaching materials and teaching design can be effectively applied to Chinese teaching.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 5 第三節 章節架構 5 第二章 文獻探討 6 第一節 CLIL的核心原則 6 第二節 CLIL與沈浸式教學法及內容導教學法之異同 14 第三節 CLIL的研究現況 18 一、CLIL在外語教學的研究現況 19 二、CLIL在華語教學的研究現況 22 第三章 研究方法 24 第一節 研究方法 24 第二節 研究之流程及其架構 24 一、研究流程 25 二、研究架構 25 第三節 研究場域及參與對象 27 一、國立臺灣師範大學國語教學中心語言輔助課 27 二、觀課者 27 三、學習者 27 第四節 研究工具 28 一、CLIL觀課檢核表 28 二、語言輔助課意見調查 28 三、教學觀察筆記 28 四、觀課人員訪談 29 第四章 課程設計與教材編寫 30 第一節 課程設計 30 第二節 教材編寫 34 第三節 教案設計 36 第五章 研究結果與討論 42 第一節 觀課者之回饋分析 42 第二節 語言輔助課意見分析 47 第三節 「檢核表」及「意見調查」之對照 49 第四節 兩表之分析 51 一、量化分析 51 二、課室觀察 55 三、觀課者訪談 56 第六章 結論與建議 64 第一節 研究結果 64 第二節 研究限制 65 第三節 未來研究方向與建議 65 參考文獻 67 英文 67 中文 70 附錄 71 附錄一 語言輔助課課表 71 附錄二 CLIL觀課檢核表 77 附錄三 語言輔助課意見調查 79 附錄四 教材 80 教材1 台灣氣候 80 教材2 石虎保育 87 教材3 那雙看不見的手-從「普悠瑪」事件看社會文化因素 93 附錄四 訪談問題 100

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