「外籍學生教華語？!」───以「 教中學」模式培養國際學位生的華語文跨文化溝通能力

Abstract

高教國際化下新興的大學正規學制國際學位生華語課，正面臨混程度、跨文化、大班課、低學習時數等不利培養華語能力的問題，而一週僅3小時的高異質多人華語課，究竟能留給外籍生什麼？又什麼才是外籍生在台留學所需的關鍵能力？根據長期教學觀察與分析，外籍生除基本華語能力外，更重要的是能應用華語與母語者進行跨文化溝通交流的能力，好於有限的學分課結束後仍能善用周邊資源持續華語學習以適應在台留學生活。基於上述問題與反思，本計畫除期待藉由提升外籍生留台所需的跨文化溝通能力以改善課堂效益外，亦藉由德國「教中學」(LDL)模式，導入華語文後設認知策略，促進華語文的自主學習，同時藉由不同語言文化背景外籍生展示出的多元華語教學圖像，促進跨文化華語課堂師生的相互理解與反思，依「場域分析、深度提問、互動交流、回饋反思」之教中學微型教學步驟，進行學習以期達成以下目標： (一) 改善課程問題：以「教中學」改善學分型華語課程的學習深度與效益； (二) 促進學習效益：以高認知之「教學」活動促進華語文跨文化溝通能力； (三) 創新教學模式：以「教中學」提高師生跨文化場域下之後設認知能力； (四) 建立反思機制：以「教中學」連結華語文跨文化溝通課程教學與評量。

Under the internationalization of higher education, the Chinese courses for an international student of the formal system in Taiwan universities are facing problems such as mixed level, multicultural, a large number of students, low learning hours and etcetera which are not conducive to the development of Chinese language skills. What's can foreign students learned with high-level and multi-level Chinese lessons which only 3 hours a week? What is the key competence that foreign students need to study in Taiwan? Based on long-term teaching observation and analysis, to adapt to studying abroad in Taiwan, foreign students should be cultivated ICC and the MC to keep learning Chinese via communicating with native speakers around them even the course is completed. According to the above questions and reflections, besides looking forward to improving classroom efficiency by promoting the cross-cultural communication skills required by foreign students to stay in Taiwan, and the learning by teaching (German: Lernen durch Lehren, short LdL) model introduces Chinese MC strategies to promote autonomous learning of Chinese. At the same time, multi-Chinese teaching images displayed by foreign students from different language and cultural backgrounds foster mutual understanding and reflection between teachers and students in intercultural Chinese classrooms. Follow the micro-teaching steps of "learning by teaching" what based on "field analysis, in-depth questioning, interactive communication, feedback and reflection" to achieve the following goals: 1. Improving Curriculum Issues: Using "learning by teaching" to Improve the Learning Depth and Effectiveness of Credit-based Chinese Courses. 2. Promote Learning Effectiveness: Promote intercultural Communication Ability in Chinese with High Cognitive "Teaching" Activities. 3. Innovative teaching model: Using "learning by teaching" to improve the MC ability of teachers and students in the multicultural field. 4. Establishing a Reflection Mechanism: Teaching and Evaluation of the Course of Intercultural Communication in Chinese with "learning by teaching".