兒童華語繪本的選擇與教學設計 —以馬來西亞預備讀華小的非華裔為例

Abstract

馬來西亞的華文教育系統保存得非常完整，不僅得到當地華人社會的支持，近年來，也受到許多非華裔家長的青睞。馬來西亞教育部資料統計，非華裔佔華文小學（以下簡稱華小）學生的人數從逐年上升。許多非華裔家長在小學階段就把孩子送到華小就讀，希望讓孩子從小學習華語，以增強他們未來的國際競爭力。

對非華裔學生來說，華語是第二語言但是上小學以後，他們即將面對的是為華語母語者設計的課程。在升小學以前非華裔學生的華文輸入也沒有其他華裔學生來得多，導致上小學以後常常因為基礎沒打好而導致學業成績落後不少。不但如此，許多家長在孩子升學以前都非常焦慮，不清楚應該讓孩子報讀什麼課程，也瞭解孩子需要具備什麼基礎能力。

本文首先利用半結構訪談法訪問了三位前線的華語教師，再利用文獻分析訂定四個繪本挑選原則。接著，依據挑選原則，分析了馬來西亞華小一年級華語課本（2020版），將課本內容分類為七大主題，選出了七本適合研究對象閱讀的繪本進行了文本分析。本文所選之繪本為：《大衛上學去》、《我爸爸》、《小老鼠和大老虎》、《彩虹色的花》、《生氣湯》、《會飛的箱子》、《我長大以後》。此外，本文針對課本及繪本內容，擬定教學目標及具體的課程大綱及繪本教學設計流程。最後，以當中的大自然主題的《彩虹色的花》為例，設計出一套以提升漢字認讀及口說表達能力為目標的繪本教學設計。希望透過繪本教學的方式，幫助非華裔學生銜接一年級的華文課程。

The Chinese education system in Malaysia is well-preserved, not only receiving support from the local Chinese community but also gaining favor from many non-Chinese parents in recent years. According to statistics from the Malaysian Ministry of Education, the percentage of non-Chinese students in Chinese primary schools (referred to as SJKC) increased from 11.84% in 2010 to 19.74% in 2020. Many non-Chinese parents choose to enroll their children in Chinese primary schools at an early stage, hoping to have them learn Mandarin from a young age and enhance their future international competitiveness.

For non-Chinese students, Mandarin is their second language. However, once they enter primary school, they are exposed to a curriculum designed for native Mandarin speakers. Prior to entering primary school, non-Chinese students have had less exposure to Chinese language input compared to their Chinese peers, resulting in a significant gap in academic performance due to weak foundations. Moreover, many parents feel anxious about their children's education before they enter school, unsure of what courses to enroll them in and what foundational skills they should possess.

This study first utilizes literature analysis to outline the principles for selecting picture books for non-Chinese students preparing to enter Chinese primary schools. Based on these principles, the study analyzes the Chinese language textbook for first-grade in Malaysian Chinese primary schools (2020 edition) and categorizes its content into seven main themes. Seven picture books suitable for the research subjects are selected. The researcher conducts textual analysis on the selected picture books: "David Goes to School," "My Dad," "The Little Mouse and the Big Tiger," "The Rainbow-Colored Flower," "Angry Soup," "The Flying Box," and "When I Grow Up." Subsequently, teaching objectives and a specific picture book teaching design process are developed based on the content of the textbook and picture books. Finally, using the nature-themed picture book "The Rainbow-Colored Flower" as an example, a teaching lesson plan is designed with the goal of improving Chinese character recognition and oral expression skills. The aim is to assist non-Chinese students in bridging their Chinese language curriculum in the first grade through picture book teaching methods.