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研究生: 吳昇峰
Wu, Sheng-Feng
論文名稱: 以生態語言教育觀為基礎的華語師資教育方案之初探
A Preliminary Study of Chinese Language Teacher Education Project—An Ecological Perspective
指導教授: 陳振宇
Chen, Jenn-Yeu
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: 2018
畢業學年度: 106
語文別: 中文
論文頁數: 78
中文關鍵詞: 生態語言教育觀師資教育學習組織行動語境
英文關鍵詞: ecological language education, teacher education, learning organization, context for action
DOI URL: http://doi.org/10.6345/THE.NTNU.DCSL.043.2018.A07
論文種類: 學術論文
相關次數: 點閱:151下載:0
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  • 本論文旨在討論以生態語言教育觀為基礎的華語教師培育模式。針對語言和語言學習,生態語言教育觀提出下列十個特點:活動、形態、價值、批判性、關係、語境、多元性、多樣性、(隨即)衍生與品質(van Lier, 2004)。經制度化的一項社會活動,如何維持活動的本質、回應個體參與的初衷,以達生態效度,創造互利共好的永續環境。筆者認為「學習型組織」中的五項試練蘊含前述的十個生態語言教育特點:系統思考-活動與型態、改善心智模式-價值與批判性、建立共同願景-關係與語境、團隊學習-多元性與多樣性,以及自我超越-衍生與品質。
    本論文主要回答下列三個問題:一、以生態語言教育觀為基礎的師培項目與既有師資培育有何不同?二、生態師培項目發展特點為何?三、對學生教師與師資教育者在哪些方面產生影響?在系統性思考與改善心智模式上,以建構學生教師對語言、學習和教學的全貌觀,進而定位教學者在個體語言學習中所扮演的角色-「教學的學習者」與「學習衍生的設計者」。語境與關係亦是在語言和學習兩個活動的交互作用下,搭建、維持,甚至創新,也就是所謂的「行動語境」(Priestley, Biesta, & Robinson, 2015)。以不同的主題面向,來形塑教學學習者對場域、語言、學習與教學等概念的建構與彼此間的關係。再者,在多樣的個體與多元的學習互動模式下,同時透過反思讓學生教師思考行為背後的信仰或價值,即是自身擁抱的理論概念。最後,隨著意識的提高,加上環境提供的行動可能性,改變的動能可能衍生,個體的教學能力也會有對應的自主發展。教學能力包括觀察力、詮釋力、設計力、實踐力與反思力;然而,由於研究時程上的限制,學習教學與語言學習之間自主性的關係仍有待進一步探究。

    This thesis aims to discuss the Chinese language teacher education project from an ecological perspective. For language and language learning, the ecological linguistics proposes the following ten characteristics: activity, patterns and systems, value, critical, relations, context, variability and diversity, emergence and quality (van Lier, 2004). How to maintain the cores of activities, respond to the original intention of individual participation, to achieve ecological validity, and create a common expectation environment are the main task of an institutionalized social activity. I believe that the five principles of the ‘‘learning organization’’ are compatible with the ten characteristics of the ecological linguistics respectively such as system thinking with activities and patterns, improving mental models to value and critical, establishing a shared vision to relations and context, team learning to variability and diversity, as well as emergence and quality.
    This paper mainly answers the following three questions: First. What is the difference between the teacher education program based on the ecological linguistics and the existing teacher education program? Secondly. What are the characteristics of the development of this teacher education program? Thirdly, what impacts has the teacher education program had on the student teachers and teacher educators? In the systematic thinking and improvement of mental models, to construct a student's overall view of language, learning and teaching, and then to position the role of the teacher in individual language learning - ‘‘learner of teaching’’ and ‘‘designer of learning agency’’ Context and relations are also built, maintained, and even innovated under the interaction of language and learning activities, the so-called “context for action’’ (Priestley, Biesta, & Robinson, 2015). With different themes, we will shape the learners’ concepts of language, learning and teaching and their interrelationship. Furthermore, with a community of variable individuals and diverse learning interactions, student teachers can reflect on and inquire into their beliefs or values underlying the actions. Finally, with individual awareness and affordances provided by the environment, the agency for change may emerge, and the individual’s teaching capabilities will also develop accordingly. An individual’s teaching capabilities includes to observe, to interpret, to design, to practice and to reflect; however, due to limited amount of time, the relationship between autonomy in learning to teach and in language learning remains to be further explored.

    目錄 中文摘要 i Abstract ii 目錄 iv 表目錄 vii 圖目錄 viii 第一章 緒論 1 第一節 研究動機與背景 1 一、華語教師師資培育現況 1 二、學理與實踐對話的必要性 2 三、在全球化語境下的語言教育 2 第二節 研究目的與問題 3 第二章 文獻探討 5 第一節 教師養成活動之系統關係 5 第二節 華語師資培育項目現況 7 第三節 語言教育的新視角 12 一、語言是一項社會實踐—教育 12 二、語言教育是一種認知建構 14 三、語言教育中的五個新Cs 14 四、生態取向的語言教育 17 第四節 生態語言教育觀的十個特點與學習型組織的五項修練 19 第三章 研究設計與方法 23 第一節 研究方法 23 第二節 研究架構與流程 25 第三節 研究場域與參與人員 26 一、研究場域 26 二、研究者背景 26 三、研究者角色 27 四、研究對象 28 第四節 研究工具與資料處理分析 29 一、資料蒐集的方法 29 二、資料編碼 32 第五節 研究倫理 32 第四章 結果分析與討論 33 第一節 研究問題一:以生態語言教育觀為框架的師資培育與既有的師資教育有何不同? 34 一、華語教育的全貌觀 34 二、理論與實踐的相互辯證-知行合一 41 三、小結 45 第二節 研究問題二: 以生態語言教育觀為基礎的師培模式如何影響參與的個體? 46 一、互為主體性的脈絡型思考-師資教育者的思路 47 二、行動語境下個體改變的動能 50 三、學習主題與載體的多元 52 四、學習模式的多樣性 54 五、小結 60 第三節 研究問題三:以生態語言教育觀為基礎的教師培育,影響教師的能力為何? 61 一、概念質變所衍生的自主教學力 61 二、自主教學力-觀察、詮釋、設計、實踐與反思 64 三、小結 66 第五章 結論 69 第一節 研究總結 69 第二節 研究限制 71 第三節 研究展望 72 參考文獻 73 附錄 77

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