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

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

張金蘭(Ching-Lan Chang)

體驗學習 ； 華人社會與文化 ； 學習成效 ； 行動研究 ； Experiential learning ； Chinese society and culture ； learning effectiveness ； action research

中原華語文學報

21期（2021 / 04 / 01）

111 - 143

繁體中文

「華人社會與文化」為國內華語教學系所的重要課程，也是教育部華語教學能力認證考試必考科目。本研究的主要目的乃是以華語師資培育為導向，具體提升華語教學師資生的專業知能，研究問題包括：如何建構可以提升學習者「華人社會與文化」專業知能的課程模式？所建構的模式是否能提升學習者「華人社會與文化」知能？本研究嘗試運用張金蘭（2019）的文化體驗教學模式來進行課程設計，希望能建構完整的課程模式、提高教與學的成效。本研究採取行動研究法，以計畫、行動、觀察、反思的循環進行研究。採取立意取樣，研究參與者為修習研究者所開授大學部兩學分「華人社會與文化」課程之學習者，共計50位。課程依據ACFTL（1996）提出的文化三角（文化產物、文化實踐、文化觀念）來規劃，再加上文化導論、文化教學，共計五個單元，每個單元均結合文化體驗教學模式進行教學設計。本研究主要以學習者為主，各項研究工具在行動各階段以柯氏學習評估模式（Kirkpatrick & Kirkpatrick, 2016）的四個層次來設計，以質性資料為主，量化資料為輔。研究結果有二：一是具體實施以文化體驗教學模式為主的「華人文化與社會」課程；二是學習者參與此課程後，專業知能有所提升。根據質性資料發現，學習者在知識、技能、態度與自我意識上有所成長；根據量化資料發現，前、後測結果經相依樣本t檢定後達顯著差異，可見學習者在文化體驗教學模式下的學習成效顯著優於實施前。未來希望能持續相關的教學與研究，具體研究結果可作為大學開設此類課程之參考。

＂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.

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