“Open Mind and Open Life”代間學習融入大學華語課對國際生與長者之跨文化溝通能力影響之研究

Abstract

在面臨少子化及老齡化社會趨勢下，國際人力的社會融合與長者永續培力已是臺灣面臨的重要挑戰，跨越國界與世代藩籬的跨文化跨世代高教地景也已是未來趨勢，其中「跨文化溝通能力」(intercultural communicative competence)更是串聯彼此相互尊重、同理互助、邁向全球公民的重要關鍵能力。因此本計畫以國際學位生必修之「大學華語課」為主要場域，邀請樂齡大學「國際文化課」的長者與國際生進行跨文化代間共學，以跨文化溝通能力為共同目標，透過行動研究發展跨文化代間共學的理想課程模式，並探討此模式對雙方跨文化溝通能力的效益。依「自我覺察、提問比較、互動交流、回饋反思、學習故事分享」的共學步驟回應跨文化溝通能力的教學目標，藉此共學機制改善雙方場域的主要問題並達成以下目標： (一)改善課程問題：建構國際生運用華語、長者實踐國際文化知能的交流場域。 (二)促進學習效益：以「跨文化代間共學」的真實互動促進跨文化溝通能力轉化。 (三)創新教學模式：以「文化主題互相教中學」體驗提高彼此的跨文化溝通技巧。 (四)建立反思機制：以「跨文化代間學習歷程檔案」的分享培養跨文化批判意識。 The social integration of international human resources and the sustainable development of the senior citizens have become crucial goals for Taiwan in the context of globalization in the face of a declining birthrate and aging society. The ability of intercultural communicative competence is an important key capability to make people to become a global citizen. It included a series of mutual empathy, mutual assistance and mutual benefit. Therefore, this project expects to take intercultural communicative competence as a common goal, to develop an ideal curriculum model for intercultural and intergenerational learning through action research, and also explore the benefits of this model on intercultural communication literacy of both parties. According to the intercultural communicative teaching steps of "self-awareness, questioning and comparison, interactive communication, feedback and reflection, and story sharing", we hope to achieve the following goals: (1) Improving the curriculum: Through the “intercultural youth and elderly co-learning", the international student can reduce the reliance on speaking English while communicating with the elder. And the elder can pragmatic international knowledge through real intercultural interaction. (2) Promoting the effectiveness of learning: the transformation of intercultural communicative skills will be promoted with the real exchange activities of "intercultural youth and elderly co-learning" (3) Innovative teaching mode: Through the “intercultural youth and elderly co-learning, cultural teaching experience can improve intercultural communicative competence (4) Establish a reflection mechanism: Through the "intercultural youth and elderly co-learning", the study portfolio and reflection helps critical-cultural awareness