「新瓶裝舊酒」古文教學新嘗試

Learning Literary Chinese through Creating Podcasts

10.30050/CLLT.202406_4(1).0004

陳雅芬(Yea-Fen Chen)；米奧蘭(Aolan Mi)

古文教學 ； 播客 ； 學習社群 ； 學習動機 ； 領航項目 ； teaching classical Chinese ； podcast ； learning community ； learning motivation ； Chinese Flagship Program

臺大華語文學習與科技

4卷1期（2024 / 06 / 01）

97 - 115

繁體中文;英文

對大部分的華語學習者而言，學習古文是一個很大的挑戰。除非是學程要求，否則一般華語學習者不會主動選修古文。因為學生認為古文深奧難懂，跟現代漢語似乎沒有連結，沒有實用性。然而，古文的學習有助於精進學習者對於書面語的瞭解及掌握，並且能幫助學習者的語言由美國外語教師協會（ACTFL）訂定的高級等級提升至優級。由於美國中文領航項目把古文列為必修的語言課程，所有領航的學生都不得不面對這個挑戰。如何提高學生的學習動機、提升學生的語言能力、讓學生感受到古文的「實用性」，也是教師的艱鉅任務。本文將探討2020年和2021年本校五年級中文學生藉著製作播客（podcast）來呈現學習古文成果的一些嘗試。因為是運用現代科技來呈現學生對古文及諸子思想的瞭解，故筆者將之稱為「新瓶裝舊酒」。論文首先介紹了印第安納大學領航項目的五年級古文課程，以及選擇播客進行古文教學的理論依據。接著詳細介紹了播客作業的設置、學生的準備過程、教師的指導、播客成果、以及評分標準。最後藉著學生製作的播客，來探討這項嘗試的成果及未來改進的方向。藉著播客的製作，學生不僅得以利用現代科技來與他人分享所學的古文知識，也提高了他們對書面語及口語的理解。而課前利用討論平台（discussion board）、課上、課後同儕互評的做法，在疫情期間不得已上網課的情況下，也促進了班級學習社群的建立及進一步的互動，從而增進了學生的學習動機。

For most Chinese language learners, learning classical (literary) Chinese is a daunting task. Unless required by the curriculum, Chinese learners typically do not study classical Chinese because they find it very challenging and perceive a lack of usefulness and connection to modern Chinese. However, learning classical Chinese plays a crucial role in enhancing understanding of formal/written Chinese, helping learners progress from the Advanced to Superior levels as set by ACTFL. Since all Chinese Flagship students are required to complete at least one course on classical Chinese and most of them lack the motivation to learn, it is essential for teachers of this course to find ways to enhance students' learning motivation, improve their language proficiency, and help them perceive the usefulness of classical Chinese. This paper reports on a podcast project designed for students and undertaken by the authors while teaching fifth-year classical Chinese at Indiana University. By using modern technology to present students' understanding of classical Chinese and philosophical thought, the authors refer to this approach as "new wine in old bottles." The paper first introduces the fifth-year classical Chinese course at the Indiana University Flagship Program and the theoretical basis for choosing podcasts for teaching classical Chinese. It then details the setup of podcast assignments, students' preparation process, teacher guidance, podcasts created by students, and grading rubrics. Finally, it discusses the results of this attempt and directions for future improvement. Through creating podcasts, students share their knowledge of classical Chinese with others using modern technology while also enhancing their understanding of written (formal) and oral Chinese. Practices such as exchanging ideas via discussion boards and peer feedback/evaluations foster the establishment of a learning community, promote further interaction, and increase students' motivation to learn.