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A Study of Picture-Book-Oriented Mandarin Teaching Materials Design and Course Design for Children
Mandarin teaching materials,Mandarin teaching materials for children,teaching material design,picture books,Mandarin teaching for children,
|Publication Year :||2019|
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.
|Appears in Collections:||華語教學碩士學位學程|
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