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題 名 | 建構外籍配偶中文第二語言教學模式之研究=Constructing a Teaching Model for Chinese as a Second Language Acquisition to Immigrant Spouses |
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作 者 | 黃富順; 鄒秀惠; | 書刊名 | 成人及終身教育學刊 |
卷 期 | 14 2010.06[民99.06] |
頁 次 | 頁75-114 |
分類號 | 528.63 |
關鍵詞 | 外籍配偶; 成人教學; 行動研究; 教學模式; Immigrant spouses; Adult teaching; Action research; Teaching model; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在建構外籍配偶中文第二語言教學模式,經文獻探討後確認教學模式理論基礎,結合中文第二語言習得教學內涵與外籍配偶學習特性,形成外籍配偶中文第二語言教學模式歷程內容。再以其內容架構針對當前外籍配偶語言學習班以行動研究法進行教學研究。在歷時 3 個月共計十二次 36 小時的行動研究教學中,修正本模式歷程內容最後確立外籍配偶中文第二語言教學模式之內涵。結論有六點 : 一、外籍配偶中文第二語言教學模式歷程在教學目標、起點行為、教學設計、教學實施及教學評量上有其特定的內容。二、外籍配偶中文第二語言教學模式強調對話式教材的發展與聽說教學。三、教師需具備華語文專業知識能力。四、教學實施階段中以Kolb 的經驗學習理論應用於聽、說、讀、寫教學活動設計,可有效協助學習者習得語言及文字書寫能力。五、應用 Kolb 經驗學習理論,在注音拼音、國字筆劃教學、對話及句型練習教學或應用於教材設計發展上,可使學員在中文學習上有所進步。六、外籍配偶學員具有對不熟悉的事物較排斥、對活動的參與較被動、易有幼兒隨行分散學習注意力、較依賴同伴,群我關係較強等課程參與特性。 |
英文摘要 | The objective of this study is to construct a teaching model for immigrant spouses of Chinese as a second language. By reviewing literature and documents about second language acquisition, researcher affirms the base of implication of theories. Combining some key points and contents of Chinese as second language acquisition teaching with immigrant spouses learning characteristics, researcher constructs a testable framework of teaching model for immigrant spouses of Chinese as a second language. By using of action research method, researcher tests the contents of this framework by actual teaching immigrant spouses. Researcher also develops “The Test for Immigrant Spouses Chinese Proficiency” to test the participants of this study for surveying their entering behavior and the effects of teaching. With a 3 months-twelve times-36 hours action research teaching, researcher has integrated all of qualitative and quantitative data and established firmly the lastest model of teaching Chinese as a second language acquisition to immigrant spouses. The teaching process of the model are as follows: (1) instructional objectives: with basic knowledge of the Mandarin language four skills; (2)entering behavior: evaluate subjects the language four skills based on “Immigrant spouses Mandarin proficency testing”; (3) instructional activities design: teaching material base on dialogue sentences, pattern and short stories; teaching methods based on The Direct Method, The nature approach and The communicative approach; teaching procedure: reading and writing-listening and speaking-reading and writing; (4)teaching practice: apply Kolb’s experience learning theory to design teaching activities; (5)instructional evaluation: mainly based on informal testing while secondarily formal testing. |
本系統中英文摘要資訊取自各篇刊載內容。