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研究生: 李姿瑩
Lee, Tzu-Ying
論文名稱: 以CSI思維歷程於中級華語學習者之圖像教學設計與應用—以 SDGs 健康、平等與和平主題為例
Design and Application of Image-based Teaching with CSI Thinking Process for Intermediate Chinese Language Learners—SDGs Health, Equality and Peace
指導教授: 蔡雅薰
Tsai, Ya-Hsun
口試委員: 蔡娉婷
Tsai, Ping-Ting
林振興
Lin, Zhen-Xing
蔡雅薰
Tsai, Ya-Hsun
口試日期: 2023/06/06
學位類別: 碩士
Master
系所名稱: 華語文教學系海外華語師資數位碩士在職專班
Department of Chinese as a Second Language_Online Continuing Education Master's Program of Teaching Chinese as a Foreign Language
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 132
中文關鍵詞: 創新教學思維歷程CSI圖像教學SDGs
英文關鍵詞: Innovative teaching, thinking routines, CSI, graphic teaching, SDGs
研究方法: 行動研究法
DOI URL: http://doi.org/10.6345/NTNU202301183
論文種類: 代替論文:專業實務報告(專業實務類)
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  • 本研究以主題教學為主,將聯合國永續發展目標(Sustainable Development Goals, 簡稱SDGs)的重大概念帶進華語教學,並參考哈佛大學零點計畫的思維歷程之教學應用,藉此促進學習者更高層次的思維,尤其是針對國際時事與SDGs主題,有更深入的了解,並能用中文表達觀點與進行討論。研究者以SDGs第三項目標:良好的健康與福祉、第五項目標:性別平等以及第十六項目標:和平正義為基礎概念,分別設計了三個主題教學的活動設計,並應用了放大、粉筆談話、看-思考-懷疑以及顏色-符號-圖像的思維活動,讓學習者在學習華語的同時,也能探究和思考健康、平等與和平等主題的意義。
    本研究進行為期六週的教學實驗,實施方式為每週四小時,分別於週二及週四各上二小時的線上課程。研究對象為阿根廷國立庫約大學語言中心的四位中級華語學習者。在實際進行三個主題教學之後,研究者以學習者的CSI作品作為評量依據,並通過問卷調查來了解學習成果與學生的反饋。研究結果顯示,結合SDGs主題與思維歷程的教學活動有助於學習者擴充與題目相關的華語詞彙及練習表達與寫作,能促進學習者提升寫作能力。此外,藉由此教學研究所進行的活動,也促進了學習者的思考能力,進行對時事更深程度的理解與反思。

    This study focuses on theme-based teaching and develops a Chinese teaching plan which integrates the major concepts of the United Nations' Sustainable Development Goals (SDGs) and the use of the thinking routines developed by Harvard University's Project Zero. We aim to promote higher-level thinking among learners, especially in understanding international current affairs and SDG topics in depth, and being able to express opinions and engage in discussions in Chinese. The researcher designed three theme-based teaching activities based on SDG Goal 3 Good Health and Well-being, Goal 5 Gender Equality, and Goal 16 Peace, Justice, and Strong Institutions that integrate thinking routines such as zoom in, chalk talk, see-think-wonder, and color-symbol-image, in order to allow learners to explore and reflect on the meaning of the themes of health, equality and peace while learning Chinese.
    The study was conducted as a six-week teaching experiment, with four hours of online classes per week, two hours on Tuesdays and two hours on Thursdays. Four intermediate Chinese learners from the Language Center of the National University of Cuyo, Argentina, participated in this research. After teaching the three topics, the researcher used the learners' CSI work as the basis for assessment, and carried out a survey to know the learning outcomes and students' feedback. The results of the study showed that teaching activities that combined SDGs themes and thinking routines helped learners expand their topic-related Chinese vocabulary and practice writing, as well as improved their writing skills. In addition, the activities conducted in this teaching and learning study promote the learners' ability to think, to understand and to reflect more deeply on current events.

    第一章 緒論 1 第一節 研究背景 2 第二節 問題描述 2 第三節 研究動機 4 第四節 研究目的 4 第二章 文獻探討 6 第一節 主題式教學 6 第二節 SDGs與其在高等教育的教學之相關研究 9 第三節 看見思考的思維歷程 21 第三章 研究方法 33 第一節 教學行動方法 33 第二節 研究步驟 34 第三節 研究對象與時間 35 第四節 研究設計 36 第五節 研究工具 58 第四章 研究實施與成果評量 65 第一節 教學實施過程 65 第二節 評量結果和學習成效 80 第三節 成效評估 98 第五章 研究貢獻及建議 104 第一節 研究貢獻 104 第二節 研究限制與自我檢討 106 第三節 未來展望 107 參考文獻 109 附錄 117

    壹、中文部分
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    蔡雅薰(主編)(2023)。結合思考與溝通的CSI教學法:顏色、符號、圖像華語文教學。台北市:新學林出版股份有限公司。
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    二、期刊
    江右瑜(2021)。主題式教學應用於大學國文課程學習成效之研究:以「性別意識」單元為例。通識學刊:理念與實務,9(2),39-78。
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    三、論文
    鄭素雲 (2012)。圖像式刺激創造思考教學方案在國中綜合活動學習領域實施成效之研究。台北市:國立臺灣師範大學教育學院創造力發展碩士論文(未出版)。
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    四、網路資源
    中華民國國家發展委員會(2023a)。SDG3 確保及促進各年齡層健康生活與福祉。取自:https://ncsd.ndc.gov.tw/Fore/SDG03(擷取日期2023/5/15)
    中華民國國家發展委員會(2023b)。實現性別平等及所有女性之賦權。取自:https://ncsd.ndc.gov.tw/Fore/SDG05 (擷取日期2023/5/15)
    中華民國國家發展委員會(2023c)。促進和平多元的社會,確保司法平等,建立具公信力且廣納民意的體系。取自:https://ncsd.ndc.gov.tw/Fore/SDG16(擷取日期2023/5/15)
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    林文淇(2013)。教學行動研究。 取自:https://shs.ntu.edu.tw/ebook/book/book18/index.html#page/1(擷取日期2023/1/12)
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    聯合國(無日期)。確保健康的生活,促進各年齡段人群的福祉。取自:https://sdgs.un.org/zh/goals/goal3(擷取日期2023/1/7)
    Hsu, Sandy(2021)。你有可能是「焦慮體質」嗎?8大焦慮症導致的症狀、容易焦慮的性格與行為,來檢視你是否也中了幾項。取自:https://www.elle.com/tw/beauty/skin/g36440306/common-anxiety-signs/ (擷取日期2023/2/6)
    The Global Goals (無日期)。健康與福祉。取自:https://globalgoals.tw/3-good-health-and-well-being(擷取日期2023/5/15)
    The Global Goals (無日期)。性別平等。取自:https://globalgoals.tw/5-gender-equality(擷取日期2023/5/15)
    The Global Goals (無日期)。制度的正義與和平。取自:https://globalgoals.tw/16-peace-justice-and-strong-institutions(擷取日期2023/5/15)
    五、繪本
    劉清彥(譯)(2021a)。我可以很平靜:一起練習正念靜心。台北市:親子天下。
    劉清彥(譯)(2021b)。我們都是人:一起練習同理心。台北市:親子天下。
    劉清彥(譯)(2022)。我可以帶來改變:一起培養行動力。台北市:親子天下。

    貳、英文部分
    一、專書
    Fontana, D. (2010). The New Secret Language of Symbols: An Illustrated Key to Unlocking Their Deep and Hidden Meanings. London: Ducan Baird.
    Gardner, H. (1983). Frames of Mind:The Theory of Multiple Intelligences. New York: Basic Books.
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    Rolleri, L. (2012). Gender-related definitions. New York: EngenderHealth.
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    二、論文
    Daytz, P. J. & Bacich, K. J. (1992). Thematic Units: An Integrated Curriculum. California State University, San Bernardino, CA.
    三、期刊
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    四、網路資源
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    參、西語部分
    一、期刊
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