文化體驗教學模式在華語教學師培課程之實踐成效－以華人社會與文化課程為例

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作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

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来源数据

P111 - 143

人文学 > 语言学

DOI： 10.30107/CYJTCSL

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文化体验教学模式在华语教学师培课程之实践成效－以华人社会与文化课程为例

The Practical Effect of Cultural Experience Teaching Model in Chinese Language Teacher Training Course-Take Chinese Social and Cultural Courses as an Example

张金兰(Ching-Lan Chang)

中原华语文学报； 21 期 (2021 / 04 / 01) ， P111 - 143

繁体中文

体验学习；华人社会与文化；学习成效；行动研究； Experiential learning ； Chinese society and culture ； learning effectiveness ； action research

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摘要 │ 参考文献 (22) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

＂Chinese Society and Culture＂ is one of the important courses in the Department of TCASL, and it is also a compulsory subject for the Chinese Language Teaching Proficiency Test of the Ministry of Education. I have observed Chinese social and cultural courses offered by the Department of TCASL and found that the teaching content of such courses is mostly knowledge-based and the teaching methods are mostly lecture-based, but I think that learners will need to apply what they have learned at the teaching site. The main research questions included: how to construct a curriculum model that could improve learners' ＂Chinese society and culture＂ knowledge? Could the constructed model improve learners' ＂Chinese society and culture＂ knowledge? In order to achieve the above goals, this study attempted to use Chang's(2019)cultural experience teaching model for curriculum design, to construct a complete curriculum model and improve teaching and learning effectiveness. This study adopted the action research method to conduct research in a cycle of planning, action, observation, and reflection. This study adopted intentional sampling. The study participants were students who stood the two-credit ＂Chinese Culture and Society＂ course taught by the researcher in the last semester of the 108 academic year. A total of 50 people. The course is planned according to the cultural triangle (cultural products, cultural practices, cultural concepts) proposed by ACFTL (1996), and plus cultural introduction, cultural teaching, a total of five units, each of which was divided into three small units, a total of 15 Small unit. Each unit incorporated the cultural experience teaching model for instructional design, including four stages of knowing how ( participation ) , knowing about ( description ) , knowing why (explanation), and knowing oneself (response). Each phase included three items: content, activities, and results. The study tools were mainly qualitative data, supplemented by quantitative data. The materials before the action included the basic information sheet for students, Chinese social and cultural test questions (pretest); the materials collected during the action included classroom discussion notes, classroom study sheets, after-school feedback forms, homework assignments, classroom observation records, and classroom reflection records. The post-action data included the final report, the group self-evaluation and mutual evaluation form, the personal self-evaluation and mutual evaluation form, the student's learning outcome-oriented questionnaire, and Chinese social and cultural test questions (post-test). There are two research results: one is to establish the teaching mode of the ＂Chinese Culture and Society＂ course; the other is that after the learners participate in this course, their professional knowledge is improved. Ultimately, I hope to improve practice, revise the theory, stimulate resonance and dialogue. It is hoped that relevant teaching and research can be continued, and the specific research results can be used as a reference for such courses offered in connection with Chinese language teaching.

参考文献 ( 22 ) 〈TOP〉

徐绮穗(2013)。行动—反思教学及其在大学教育实习课程的应用。课程与教学季刊，16(3)，219-254。
连结：
马宝莲(2013)。台湾华语文相关系所「华人社会与文化」课程纲要举隅与论析。台北大学中文学报，13，65-80。
连结：
罗宝凤,白亦方(2002)。经验学习理论在九年一贯课程教学策略上的应用。课程与教学季刊，5(4)，89-106。
连结：
ACTFL(2015).ACTFL.（2015）. World-readiness Standards for Learning Language. Alexandria, VA..
Burnard, P.(1991).Experiential Learning in Action.Avebury:Ashgate.

被引用文献 ( 1 ) 〈TOP〉

(2022)。华语教学师资培育中的「华人社会与文化」课程大纲分析。台北教育大学语文集刊，41，263-302。

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