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) |
相關次數: | 點閱:136 下載:43 |
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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.
壹、中文部分
一、專書
方淑貞(2004)。FUN的教學:圖畫書與語文教學。台北:心理。
伍晴文(譯) (2018)。讓思考變得可見。(原著者:Ron Ritchhart, Mark Church & Karin Morrison)。新北市:大家出版。(原著出版年:2011)
哈拉瑞(2017)。人類大命運。台北市:遠見天下文化。
鄭增財(2006)。行動研究原理與實務。台北市:五南。
蔡雅薰、陳仁富、林景蘇、劉瑩、林文韵、陳雅鈴(2014)。兒童華語教學導論。新北市:正中書局。
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。
劉成(2005)。和平學。南京:南京出版社。
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。
柯文(2010)。健康的定義。科學24小時,3,9。
胡宏亮(2000)。泛論色彩與色彩管理。印刷人雙月刊,25 (135),69-96。
陳俞均(2007)。主題教學的合作學習在「表現技法」課中之教學設計與成果分析。臺北市立教育大學學報,38(1),71-96。
楊東瓊(2022)。單元式主題教學在高中地理環境教育中的應用—以“環境保護”單元主題為例。社會科學前沿,11,4534-4539。
楊福興(2001)。主題式教學於國小科技教育課程實施之運用。生活科技教育,34(5),7-16。
蘇文清、嚴貞、李傳房(2007)。符號學與認知心理學基礎理論於視覺設計之運用研究-以 “標誌設計” 為例。人文暨社會科學期刊,3(1),95-104。
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)。
藍雅齡 (1997)。讀圖訓練對國二學生理解地球科學圖形之影響。台北市:國立台灣師範大學科學教育學系碩士論文(未出版)。
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)
白宜君(2017)。「不管有沒有錢,生病了就要能看醫生」,健康是身而為人的基本權利/SDGs-3(健康篇)。取自:https://npost.tw/archives/39532(擷取日期2023/7/3)
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)
林宇廷、許恆銘、黃敏柔(2016)。世界正在翻轉!認識聯合國永續發展目標。取自:https://taipei.impacthub.net/blog/10031 (擷取日期2023/6/25)
陳若盈、劉詠華、潘明蓉、吳馥如 (2022) 。啟動思考力2.0:讓思考顯現的「教」與「學」。取自:https://teachncu.ncu.edu.tw/achievement/firstcourse/56(擷取日期2023/7/2)
華語文能力測驗(無日期)。寫作測驗。取自:https://tocfl.edu.tw/index.php/test/writing/list/2(擷取日期2023/3/29)
葉昱佐(2020)。永續發展目標(SDGs)導入高等教育及和USR之連結。取自:https://ods.tmu.edu.tw/portal_c3_cnt.php?owner_num=c3_71106&button_num=c3&folder_id=3886(擷取日期2023/6/27)
維基百科(無日期)。吶喊 (繪畫)。取自:https://zh.wikipedia.org/wiki/%E5%90%B6%E5%96%8A_(%E7%B9%AA%E7%95%AB)(擷取日期2023/2/6)
聯合國(無日期)。十七個目標。取自:https://sdgs.un.org/zh/goals(擷取日期2023/1/7)
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.
Moore, K.D. (2014). Effective instructional strategies: From theory to practice. California: SAGE Publications, Inc.
Mumford, D. (2000). Planning a theme-based unit. Toronto: Pacific Edge Publishing, Ltd.
Paivio, A. (1990). Mental representations: A dual coding approach. New York: Oxford University Press.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to Promote Engagement, Understanding, and Independence for all Learners. Chichester: Jossey Bass Wiley.
Rolleri, L. (2012). Gender-related definitions. New York: EngenderHealth.
SDSN Australia/Pacific (2017). Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. Melbourne: Australia, New Zealand and Pacific Edition. Sustainable Development Solutions Network – Australia/Pacific.
Zwimpfer, M. (1997). Color: Light, Sight, Sense. Atglen: Schiffer Pub Ltd.
二、論文
Daytz, P. J. & Bacich, K. J. (1992). Thematic Units: An Integrated Curriculum. California State University, San Bernardino, CA.
三、期刊
Barahal, S. L. (2008). Thinking about Thinking. Phi Delta Kappan, 90(4), 298-302
Collazo Expósito, L. M. & Granados Sánchez, J. (2020). Implementation of SDGs in University Teaching: A Course for Professional Development of Teachers in Education for Sustainability for a Transformative Action. Sustainability, 12(19), 8267.
Gholam, A. (2019). Visual Thinking Routines: Classroom Snapshots. Athens Journal of Education, 6(1), 53-76.
Holmes, J.; Moraes, O. R.; Rickards, L.; Steele, W.; Hotker, M.; Richardson, A. (2021). Online learning and teaching for the SDGs – exploring emerging university strategies. International Journal of Sustainability in Higher Education, 23(3), 503-521.
Johnson, B. (1993). Teacher as Researcher. ERIC Digest. ED 355 205.
Mayer, R. E. & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444–452.
Salmon, A. K. (2010). Tools to Enhance Young Children’s Thinking. YC Young Children, 65 (5), 26-31.
Shanahan, T.; Robinson, B.; Schneider, M. (1995). Avoiding Some of the Pitfalls of the Thematic Units. The Reading Teacher, 48(8), 718.
Tishman, S., & Perkins, D. (1997). The language of thinking. Phi Delta Kappan, 78(5), 368-374.
四、網路資源
Fenton, J. (n.d.). Using chalk talk in the classroom: An opportunity to have a conversation in writing. Retrieved July 4, 2023, from http://teachersnetwork.org/ntny/nychelp/mentorship/chalktalk.htm
Harvard(n.d.-a). What is PZ? Retrieved January 8, 2023, from http://www.pz.harvard.edu/who-we-are/about
Harvard(n.d.-b). Thinking Routines. Retrieved January 8, 2023, from http://www.pz.harvard.edu/projects/visible-thinking
Hovmöller, E. (2019). How universities can integrate SDGs into higher education. Retrieved June 27, 2023, from https://www.universityworldnews.com/post.php?story=20190405155329231
Language magazine (2021). Chinese Progresses as a World Language. Retrieved January 4, 2023, from https://www.languagemagazine.com/2021/01/06/chinese-progresses-as-a-world-language/
Levi, L. & Rothstein, B. (2018). Universities must lead on Sustainable Development Goals. Retrieved June 27, 2023, from https://www.universityworldnews.com/post.php?story=20181106131352348
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參、西語部分
一、期刊
Andrés, M. V. (2022). Apuntes para la internacionalización de la educación superior latinoamericana en China. Revista educación superior y sociedad, 34 (2), 304-327.
Grez Cook, F. (2018). Veo, pienso y me pregunto. El uso de rutinas de pensamiento para promover el pensamiento crítico en las clases de historia a nivel escolar. Revista Praxis Pedagógica, 11(22), 1-19.