| 摘要: | 本研究旨在探究CLIL教學法於華語讀寫教學之可行性和應用性。研究是以臺灣某華語中心中級學習者為研究對象，期能讓學習者了解文化主題的內容，藉由教師協助從文章中找尋線索與建構文中的意義，透過認知技巧去思考，並建構語言和內容的理解。在研究過程中，首先針對學習者的學習特徵蒐集資料並分析，依照分析進行課程設計和教學實驗，再根據前試驗教學結果進行課程設計之行動研究。
研究結果發現：本研究之課程設計是以CLIL為鷹架進行，四個基本要素內容、溝通、語言、文化，具有多視角學習焦點。本研究根據學習者需求，將文化主題分為：送禮、旅行與顏色等三個來建構語言教學，依據學生的語言能力來建構主題內容。教學過程中，師生將華語課當作一種文化體驗，學習者能進入文化內容，使用目標語描述、闡釋文化，進行教學實踐，結果顯示學習者對文化主題產生學習興趣，在多元化的課室裡對多國文化有更多的了解，並對比華人與母語文化相似與相異點，使學生在習得華語的同時習得文化，並具備跨文化溝通能力。
研究心得：華語閱讀寫作在設計教材和編排課程上不能忽略互動交流，透過CLIL教學法學生懂得如何對自己的思維監控，產生認知，在學習活動中如何回饋和欣賞，建立信心。文化在華語教學中，不僅讓學生了解華人思想和行為，有助於融入華人社會，在生活中運用所學知識與朋友交流，因文化差異而產生興趣，進行有效地跨文化交流。
The purpose of this study was to investigate the feasibility and applicability of the CLIL（Content and Language Integrated Learning）teaching method in Chinese literacy teaching. The study was conducted with intermediate learners from a Chinese language center in Taiwan. The study was designed to enable the learners to understand the content of the cultural theme, to find clues and construct meaning from the text through teacher's assistance, to think through cognitive skills, and to construct language and content understanding. In research design, information was first collected and analyzed on the learning characteristics of the learners. Secondly, curriculum design and teaching experiments were adopted. Finally, an action research on curriculum design based on the teaching results of the previous experiments was conducted subsequently.
The findings of the study found indicated that the curriculum design of this study was scaffolded by the CLIL, with four basic elements content, communication, language, and culture, with a multi-perspective focus. In this study, the cultural themes were divided into three categories according to the needs of the learners: the gifting, travel, and color to construct language instruction, and the thematic content was constructed according to the students' language proficiency. During the teaching process, teachers and students used the CSL（Chinese as a Second Language）class as a cultural experience, where learners were able to access cultural content, used the target language to describe and explain the culture, and carried out the teaching practice. The results showed that the learners were interested in the cultural subject matter, had a better understanding of multiple cultures in the diverse classroom, and compared the similarities and differences between Chinese and native language cultures, so that the students learned the culture while acquiring the CSL, and had the ability to communicate across cultures.
Reflection-on-research: Chinese literacy should not be neglected in the design of teaching materials and curriculum, students know how to monitor their own thinking, generate awareness, feedback and appreciation in learning activities, and build confidence. Culture in Chinese language teaching not only allows students to understand Chinese thinking and behaviors, but also helps them to integrate into Chinese society, use what they have learned to communicate with friends in their lives, and generate interest due to cultural differences, so that they can communicate effectively across cultures. |
