華語中心隱性課程探討之個案研究──以臺灣中部某大學為例

A Case Study on the Hidden Curriculum of the Chinese Language Center: Taking a University in Central Taiwan as an Example

10.29748/TJCSL.202212_(25).0003

黃柔溱(Jou-Chen Huang)；信世昌(Shih-Chang Hsin)

華語中心 ； 隱性課程 ； 物質環境 ； 制度規章 ； 人際互動 ； 課外活動 ； Chinese Language Center ； hidden curriculum ； physical environment ； rules and regulations ； interpersonal relationship ； extracurricular activities

臺灣華語教學研究

25期（2022 / 12 / 01）

69 - 102

繁體中文;英文

本研究旨在探討華語中心的隱性課程，分析其所具有的各種隱性課程項目及對於華語生與學位生的學習影響。本研究將隱性課程分為：物質環境、制度規章、文化心理、教學及延伸活動等四個項目。研究對象為臺灣中部某一大學之華語中心，研究方法採用文件分析、參與式觀察及半結構式訪談等方式蒐集資料並進行質性分析。研究結果發現：一、校園的環境與設備能夠應付日常學習需要，但學生更需要課餘之外的互動交流空間。二、華語中心在訊息傳達上尚能即時反應給教師與學生，但校園內的制度規章因語言問題與流程不一易造成訊息誤差。三、華語生與教師在課業與生活的聯繫更加密切，語伴制度亦能夠給予學生在語言學習與生活適應問題上的協助。然學位生課堂上鮮少個別的互動及表達機會，存在文化差異和國籍歧視；四、學生傾向參加有學習意義的課外活動，有助於增加人際關係並認識臺灣文化。最後本研究對華語中心提出建議：提供課餘交流空間、建立明確的規則與詢問管道並將之納入教學、建立導師制加強師生聯繫、鼓勵學生參與課外活動以減少跨文化差異及增進交際圈。

The purpose of this study is to explore the implicit curriculum of a Chinese language center. It is also to analyze the various implicit curriculum components and their impacts on the learning of foreign students. This study classifies the hidden curriculum into four categories: physical environment, rules and regulations, cultural psychology, and curricular and extracurricular activities. Document analysis, participant observations, and semi-structured interview methods were adopted to collect data and conduct a qualitative analysis. The results of this study include: first, though the campus environment and equipment are able to cope with daily learning needs, students need more interactive space. Second, the Chinese Language Center can convey information to teachers and students immediately, but the rules and regulations on campus tend to cause misunderstanding due to language problems and inconsistencies in procedures. Third, the Chinese learners and their teachers are more closely related in schoolwork and life. The language buddy program can provide the students with assistance in language learning and life adaptation. However, the international degree students rarely have opportunities to interact and express themselves in class. There exist cultural differences and nationality discrimination. Fourth, the foreign students tend to participate in meaningful extracurricular activities, which can help to increase interpersonal relationships and understand Taiwanese culture. Based on the results, this study suggests that the center should provide extracurricular communication space, establish clear rules and inquiry channels and incorporate them into teaching, establish a tutorial system to strengthen the connection between teachers and students, and encourage students to participate in extracurricular activities to reduce cross-cultural differences and enhancing interpersonal interaction.

1. 林素卿(2009)。潛在課程之研究：以一所公辦民營學校為例。教育科學研究期刊，1，179-208。
   連結：
2. 林淑華,張芬芬(2014)。國小校務評比活動中潛在課程之個案研究。課程與教學季刊，17，147-176。
   連結：
3. Alsubaie, Merfat A.(2015).Hidden curriculum as one of current issue of curriculum.Journal of Education and Practice,6(33),125-128.
4. Apple, Michael W.(1990).Ideology and Curriculum.New York:Routledge.
5. Brown, John Seely,Collins, Allan,Duguid, Paul(1989).Situated cognition and the culture of learning.Educational Researcher,18(1),32-42.
6. Denzine, Gypsy M.(1994).Denzine, Gypsy M. 1994. Assessment for Living and Learning. Unpublished manuscript, University of Northern Colorado..
7. Eastin, Matthew S.,LaRose, Robert(2005).Alt.support: Modeling social support online.Computers in Human Behavior,21(6),977-992.
8. Ehman, Lee H.(1980).Change in high school students’ political attitudes as a function of social studies classroom climate.American Educational Research Journal,17,253-265.
9. Jackson, Philip W.(1968).Life in Classrooms.New York:Holt, Rinehart and Winston.
10. Martin, Jane R.(1976).What should we do with a hidden curriculum when we find one?.Curriculum Inquiry,6(2),135-151.
11. Meloni, Christine F.(1986).,ERIC.
12. Newmann, F. M.(1988).Higher order thinking in the high school curriculum.NASSP Bulletin,508,58-64.
13. Overly, Norman V.(1970).The unstudied curriculum: Its impact on children.3rd annual. Elementary Conference,Washington, D.C.:
14. Polanyi, M.(1958).Personal Knowledge: Towards a Post-Critical Philosophy.London:Routledge & Kegan Paul.
15. Uchino, Bert N.,Carlisle, McKenzie,Birmingham, Wendy,Vaughn, Allison A.(2011).Social support and the reactivity hypothesis: conceptual issues in examining the efficacy of received support during acute psychological stress.Biological Psychology,86(2),137-142.
16. Vallance, Elizabeth(1974).Hiding the hidden curriculum: An interpretation of the language of justification in nineteenth-century educational reform.Curriculum Theory Network,4(1),5-22.
17. Waller, Willard. 1932. The Sociology of Teaching. New York, NY: John Wiley & Sons.
18. Yin, Robert K.(1994).Case Study Research Design and Methods: Applied Social Research and Methods Series.Thousand Oaks:Sage.
19. Ying, Yu-Wen(2005).Variation in acculturative stressors over time: A case study of Taiwanese students in United States.International Journal of Intercultural Relations,29(1),59-71.
20. 吳清山,林天佑(2005)。情緒勞務。教育資料與研究雙月刊，65，136。
21. 呂必松(1993)。對外漢語教學概論（講義）（續四）。世界漢語教學，1993(2)，120-127。
22. 李楊(1999).對外漢語本科教育研究.北京:北京語言大學文化出版社.
23. 林進財(1996)。小學潛在課程分析。國教園地，55/56，11-16。
24. 馬雲鵬(2002).課程與教學論.北京:中央廣播電視大學出版社.
25. 馬箭飛(2004).對外漢語教學的課程與課程設置.北京:商務印書館.
26. 張紅蘊(2009)。隱性課程研究與對外漢語教學。語言教學與研究，2，67-73。
27. 教育部國際及兩岸教育司，2022，〈111 年我國各大學校院附設華語文教學中心可境外招生一覽表〉，網址：https://ws.moe.edu.tw/001/Upload/7/relfile/6645/82621/257ffa50-86a9-484e-9bd7-b993b41126cf.pdf，2022 年 12 月 31 日閱覽。
28. 教育部統計處，2021，〈大專院校境外學生概況〉，網址：https://stats.moe.gov.tw/statedu/chart.aspx?pvalue=36，2022 年 12 月 31 日閱覽。
29. 梁坤明(2005)。教師班級經營的潛在課程探討。北縣教育，53，74-78。
30. 陳伯璋(1987).課程研究與教育革新.臺北:師大書苑.
31. 傅建明(2000)。“隱性課程”辨析。課程．教材．教法，2000(8)，55-59。
32. 黃光雄(1996).課程與教學.臺北:師大書苑.
33. 黃光雄(1991).教育概論.臺北:師大書苑.
34. 黃政傑(1990).課程評鑑.臺北:師大書苑.
35. 黃曉穎(2005)。試論對外漢語教學中的隱性課程的開發。第八屆國際漢語教學討論會論文摘要集，北京:
36. 楊春(2010)。對外漢語教材中的隱性課程分析。玉溪師範學院學報，2010(7)，60-62。
37. 靳玉樂(1996).潛在課程論.南昌:江西教育出版社.
38. 趙金銘(2008)。漢語做為第二語言教學：理念與模式。世界漢語教學，2008(1)，93-107。
39. 趙金銘(2014)。國際漢語教育的跨文化思考。語言教學與研究，2014(6)，1-10。
40. 劉芳芳(2008)。論對外漢語課堂教學中的隱性課程。渤海大學學報（哲學社會科學版），2008(1)，133-136。
41. 劉珣(2000).對外漢語教學引論.北京:北京語言大學出版社.
42. 歐用生(1999)。行動研究與學校教育革新。國民教育，39(5)，2-12。
43. 蔡清田(2015)。「大學生的社會參與」所展現的國民素養。臺灣教育評論月刊，1，26-27。