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研究生: 孫懿芬
論文名稱: 華語讀寫課程設計與實踐--針對歐美華裔學生之行動研究
Chinese Reading and Writing: Curriculum Design and Implementation--An Action Reaserch on Chinese Heritage Students from America and Europe
指導教授: 信世昌
Hsin, Shih-Chang
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: 2008
畢業學年度: 96
語文別: 中文
論文頁數: 189
中文關鍵詞: 閱讀教學寫作教學課程設計華裔學生傳承語言
英文關鍵詞: reading pedagogy, writing pedagogy, curriculum design, heritage students, heritage language
論文種類: 學術論文
相關次數: 點閱:311下載:88
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  • 美國近年研究發現教育制度內的外語教育不符合傳承語言的學生(Heritage Students)的需求,他們受到了傳承語言(Heritage Language)和文化的薰陶,具有不同於一般外語學習者的能力。因此,近年針對傳承語言學生的教學方式及內容逐漸受到專家學者的重視。華語在美國亦屬於傳承語言,很多華裔學習者的語言背景可能是他們在校學習華語文時的助力,也可能在現有的教學制度及教學模式下成為他們學習的阻力。如何善用華裔學習者已具備的語言能力優勢,透過適性的教學模式,來迅速提升他們整體語言能力是本研究的重點。
    本研究是以具備聽說能力,卻不會讀寫的華裔學習者為研究對象進行的行動研究。旨在針對這些華裔學生特殊的閱讀和寫作需求來設計最適合及最具成效的教學課程。研究過程中,首先針對華裔學習者的特徵及學習困難蒐集資料並分析,接著依照分析進行前導試驗,再根據前導試驗的結果設計教學課程,最後再以符合華裔學生需求的課程進行教學實踐。
    經過兩個學期的教學實施,本研究根據教學成效提出了幾點教學建議。一、在語言知識的教學方面:1.有系統的教授六書、部首、部件等知識,以幫助學生運用這些策略記憶漢字。2.閱讀結合寫作同時教學:在語言課上融入經過設計的閱讀教學策略,並隨時反覆運用這些策略。閱讀輸入後,以寫作來呈現個人學習心得,同時檢測其語言輸出能力。二、以電腦科技輔助教學:以電腦可反覆練習和多元化特性來設計適合不同學習者的內容,同時培養學生使用電腦產出之能力。三、整體語言實踐方面:採任務型活動教學,以語言任務來擴大學生語言的使用範圍,由消極的認知學習到積極的整體能力表達,達到學習語言與人溝通的最終目的。

    Studies in recent years have found that foreign language curricula in the US education system fail to meet the needs of heritage students. Influenced by their heritage language and culture, these students possess skills different from other foreign language learners thus drawing scholarly attention to teaching materials and methods regarding heritage language students. Chinese is considered a heritage language in the US, where many heritage learners of Chinese have an advantage in schools due to their linguistic background. However, this linguistic background might also become a learning impediment under the existing education system and teaching model. The main purpose of this study is to explore how to harness the linguistic advantages of heritage learners and, through appropriate teaching models, quickly improve their comprehensive language skills.
    This study conducts action research using as subjects heritage learners that can speak and comprehend Chinese but cannot read or write. The most suitable and effective curriculum is designed according to the special reading and writing needs of these heritage students. First, information on the characteristics of heritage learners and their learning difficulties is gathered and analyzed. Based on the analysis results, a preliminary test is conducted. A teaching curriculum suited to the needs of heritage students can then be designed and implemented based on the outcome of the preliminary test.
    After implementing the curriculum for two terms, this study proposes the following suggestions with regard to teaching. 1) Teaching of language knowledge: (a) systematically present the six types of Chinese characters, character radicals and components to equip students with strategies for memorizing Chinese characters; (b) combine reading and writing, incorporate designed reading pedagogy strategies into the language classroom, and repeatedly use these strategies. After reading input, assess the language output abilities of students by having them write reflections. 2) Use computers as teaching aids: a computer may be used for repeated drills and diversity in designing content suitable for a variety of learners, while concurrently developing students’ ability to type Chinese. 3) Comprehensive language in practice: assign language-based tasks to students to expand their range of language use. Such tasks allow students to move from passive, cognitive learning to a comprehensive ability of expression, thereby attaining the ultimate goal of learning a language – communication with others.

    目錄 i 表目錄 v 圖目錄 vi 第一章 緒論 1 第一節 研究背景 1 一、北美洲華裔學生學習華語之情形 1 二、中南美洲華裔學生學習華語之情形 3 三、歐洲華裔學生學習華語之情形 3 四、澳洲、紐西蘭華裔學生學習華語之情形 3 第二節 研究問題 4 一、學習者學習之困境 4 二、教學者教學之困境 5 三、開設課程之困難 5 四、教材之適用性 6 第三節 研究的重要性 7 第四節 研究範圍與目的 9 第五節 名詞釋義 10 一、華裔學習者 10 二、傳承語言 (Heritage Language) 11 三、Heritage Speakers/Learner/Student 11 四、歐美國家 12 五、讀寫教學 12 第二章 文獻探討 13 第一節 傳承語言學習者之特徵 13 一、傳承語言學習者和第二語言學習者之差異 13 二、華裔學生傳承語言之變遷 14 三、華語教師對華裔學生之分析 17 第二節 第二語言習得與傳承語言習得之理論 19 一、第二語言習得理論 20 二、傳承語言習得理論 22 第三節 Heritage Language教學理念 23 一、Guadalupe Valdés 之教學理論與實踐 23 二、Surendra Gambhir之綜合式教學模式 26 三、Sue-Mei Wu 之教學法 27 四、Martha Wang Gallagher之全語言教學法 28 五、S. Wang and N. Green之教學理念 29 第四節 閱讀教學之相關學理 29 一、第一語言閱讀與第二語言閱讀之異同 30 二、閱讀教學的目的 31 三、閱讀教學的內容與任務 32 四、閱讀模式與閱讀策略教學 33 第五節 寫作教學之相關學理 36 一、第一語言寫作與第二語言寫作之異同 37 二、第二語言學習者在華語寫作中之難點 39 三、寫作教學的目標 40 四、寫作教學的重點與內容 40 五、階段寫作教學模式 42 六、任務型寫作教學模式 44 第六節 教學課程設計 45 一、一般教學課程設計 45 二、傳承語言(HL)教學課程設計原則 46 三、讀寫課程設計之原則 48 四、電腦輔助教學納入讀寫教學課程 52 第三章 研究方法 57 第一節 研究方法之選擇 57 第二節 研究時程與步驟 59 一、研究時程 59 二、蒐集資料並探討相關文獻 59 三、進行前導試驗 (Pilot Study) 59 四、依前導試驗設計教學課程 60 五、教學實施並評估教學成效 60 第三節 研究對象的選取 60 第四節 資料蒐集方法 64 一、問卷調查法 64 二、課室觀察法 65 三、訪談法 65 四、教師教學札記 66 五、學生作業及考試成績 66 第四章 需求分析與課程設計 67 第一節 台灣華裔學生讀寫教學之困境 67 第二節 華裔學生之學習需求分析 68 一、華裔學生學習目標 68 二、教材需求分析 69 第三節 前導試驗 72 一、試驗時程與對象 73 二、前導試驗教學內容 73 三、前導試驗結果分析 74 四、檢討與改進 81 第四節 教學內容與課程設計 81 一、華裔學生讀寫教學之內容 81 二、讀寫教學課程設計 84 三、讀寫教學課程內容範例 86 第五章 讀寫課程之教學實踐 91 第一節 教學實施對象 91 第二節 教學大綱及單元教案 92 一、教學大綱 92 二、教學單元教案 97 第三節 語言知識學習之成效分析 99 一、漢字方面 99 二、詞彙方面 110 三、語法方面 112 四、閱讀教學方面 116 五、寫作教學方面 130 第四節 電腦輔助教學之成效分析 137 一、以電腦中文輸入來練習發音、聲調及認讀漢字 138 二、將學習延伸到課外,增加學習機會 140 三、學生對使用電腦學習整體的評價 143 第五節 整體語言運用之成效分析 145 一、結合教材內容與生活體驗的活動 146 二、團體合作的任務活動 148 三、融入文化成分的活動 150 第六章 結論與建議 151 第一節 研究結論 151 一、在課程設計方面 151 二、在讀寫教學方面 152 三、在評量方面 155 四、在教師方面 156 五、在教材方面 156 第二節 研究限制 157 一、教學時間的限制 157 二、研究者的限制 158 三、教學對象的限制 158 四、課程設計上的限制 158 第三節 對未來研究發展之建議 159 一、對華裔學生讀寫教學之建議 159 二、對教師教學之建議 160 三、對未來研究之建議 160 參考文獻 163 附錄 175

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