頁籤選單縮合
題名 | 變動中的華語閱讀師資培育=The Changing Pre-service Reading Teacher Education in Teaching Chinese as a Second/Foreign Language |
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作者 | 鍾鎮城; 陳思惠; | 書刊名 | 中原華語文學報 |
卷期 | 2 2008.10[民97.10] |
頁次 | 頁155-177 |
分類號 | 522.4 |
關鍵詞 | 華語閱讀; 師資培育; 意義建構論; 課程; 探究; CSL/CFL reading; Teacher education; Meaning-constructionism; Curriculum; Inquiry; |
語文 | 中文(Chinese) |
中文摘要 | 目前華語閱讀教學領域裡所提及的,不是有關於華語教師的閱讀教學技巧與策略,就是華語學習者的閱讀困難,鮮少有研究探討華語閱讀教師在師資培育上的做法。因此,本研究以「意義建構論」為基礎,從課程行動研究中,探討在華語閱讀教學師資培育課程中,所應著重的發展原則。 本研究以22位華語文教學研究所在職碩士班學生為研究參與者,資料收集的來源含括學生的課堂作品、觀察紀錄、教師日誌、問卷及訪談。研究結果顯示,「意義建構論」的華語閱讀師資培育課程模式,雖然產生了課程落差,但也使得華語閱讀師資培育課程變成一種持續探究的歷程。 本研究最後提出三項歸結:(一)如何在掌握意義建構觀點的同時,又能妥適地兼顧學生的不同需求,這將會是華語閱讀教師們所面對的最大挑戰;(二)華語閱讀師資培育課程應存在著修正與發展的彈性,以培養出能結合教學與研究的教師研究者(teacher-researcher);(三)課程的落差,不僅說明了華語閱讀的動態性,也驗證了:閱讀是讀者意義建構的一種歷程。 |
英文摘要 | When discussing studies on teaching reading in Chinese as a second/foreign language (CSL/CFL), we usually refer to reading teachers' teaching skills and strategies, and CSL/CFL learners' reading difficulties. Few studies focused on the CSL/CFL pre-service reading teacher education. Therefore, through the curriculum action research, this study applied the meaning-constructionism as a theoretical foundation to explore the main principals in developing the CSL/CFL reading curriculum for pre-service teacher education. Twenty-two part-time students in the Graduate Institute of Teaching Chinese as a Second/Foreign Language were invited to participate in this study. Data sources were from students' artifacts, classroom observation, teaching journals, surveys, and inter-views. This study revealed that when practicing the meaning-constructionism curriculum in the pre-service CSL/CFL reading teacher education, though a curriculum gap was found, but the meaning-constructionism made a curriculum transformation to be-come a continuing process of inquiry. This study concluded: (1) how we should apply the meaning-constructionism in teaching reading and at the same time meet students' different needs will become the major challenge that the pre-service CSL/CFL reading teachers face; (2) in order to cultivate the pre-service CSL/CFL reading teachers to become teacher-researchers who know how to connect their teaching with research, the CSL/CFL reading curriculum should have a flexibility on modification and development; (3) the curriculum gap not only explained the dynamics of CSL/CFL reading but also examined that reading is a process in which the reader constructs his/her own meaning. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。