繪本導向的兒童華語教材設計與教學研究

Abstract

本文旨在研究如何將繪本的圖文特質導入兒童華語教材中，創造一本繪本導向的兒童華語教材《尋找樂樂》的大綱，並以其中兩個單元為例，說明本教材如何彌補市面上兒童華語教材的不足。 繪本相較一般的兒童華語教材，更能吸引學生的注意力，然其並非為第二語言教學所設計，為了能創造一套融合第二語言學習與繪本圖文特色的繪本，本文參考兒童華語教材編寫、繪本圖文創作、兒童認知與第二語言習得發展等領域的文獻研究，為編寫教材立下主要的編寫依據。接著，分析現有兒童華語教材的不足，並參考教師訪談的結果，發現現有兒童華語教材有三個可改進的方向：一，為教材課文增添情節性與懸疑性，並讓單元與單元間的故事連貫，使故事的懸疑性一脈相承，提升學生讀完整套教材的動力。二，增加繪本兒童華語教材的語言訓練功能，每冊維持一定的生詞、語法數量。三，為高年級學生（11-12歲）設計符合其認知發展階段的課文內容。 本文按照此三方向設計教材，首先，根據學生的認知發展能力，選擇適合學生的故事主題，撰寫故事大綱，再根據故事大綱，編寫教材內容。筆者根據故事大綱，用口語化、規範化的淺語編寫課文，並參考華語文能力測驗詞彙表以及《漢語水平等級標準與語法等級大綱》，從中揀選符合學生程度與故事內容的生詞、語法，融入課文中。在圖案創作方面，圖片應如實反映主要的文字訊息，使圖案成為學生理解文義時的支持系統，若有餘裕，圖片可再增加「補充說明」與「言外之意」兩個功能，讓整體故事餘韻無窮。 本文為繪本兒童華語教材的設計提出具體的編寫原則，並說明其於教學上可以如何運用說故事、提問、趣味活動等教學策略，發揮教材所長，提升學生的學習興趣，希望透過本研究，為兒童華語教材設計提供更多元的想法。

This paper aims at studying how to incorporate the illustrative and textual features of picture books into Mandarin teaching materials for children. By creating the outline of a picture-book-oriented Mandarin teaching material for children “Searching for Le-le” and by demonstrating two units of it, this paper explains how this material makes up for the insufficiencies of existing Mandarin teaching materials for children. Compared to regular Mandarin teaching textbooks, picture books are believed to be more attractive to learners. However, most are not designed for second language learning. To successfully create a picture book series combining features of both second language learning and the illustrative as well as textual nature of picture books, this paper reviewed literature from theories of writing and editing Mandarin teaching materials for children, picture book creation, cognitive development in children, and second language acquisition, which assisted in the establishment of criteria regarding the writing and editing of a picture-book-oriented Mandarin teaching material. Next, by empirically analyzing the insufficiencies of existing Mandarin teaching materials for children and by consulting results from teacher interviews, three aspects of existing Mandarin teaching materials for children can be improved by： 1. Generating more plot and suspense in the units and improving the coherence between units, so that left in suspense of the overall story plot, students’ motivations to complete reading the whole series of material can be raised. 2. Enhancing the language training function of picture-book Mandarin teaching materials for children through maintaining a particular amount of vocabulary and sentence patterns in each book. 3. Designing material contents that match the cognitive development level of students of higher grades (11 to 12 years old). This paper mainly followed the three guidelines as aforementioned to design the material. First, story topic is carefully designed based on the learners’ cognitive development ability, followed by the writing of story outlines and lastly the writing and editing of its content. Based on the story outline, I consulted Children’s Chinese Competency Certification’s vocabulary list and HSK Competence Scale and Grammar Outlines, chose colloquial and daily language for writing and editing texts, and selected vocabulary and sentence patterns that suit the learners’ level and the content of the story. As for the creation of illustrations, the pictures should authentically reflect the main message in texts, enabling the illustrations to be the supportive system of learners’ understanding. If space allows, “additional explanations” and “connotations” can be added to make the overall story even more appealing. This study proposed principles for creating picture-book Mandarin teaching materials for children and depicts how teachers can use story-telling, questioning, or activities to raise learners’ motivations. It is hoped that through this study, more diversified ideas can be provided in the field of designing Mandarin teaching materials for children.