跨文化華語文輔助教材設計研究——以導入馬來班頓與唐詩為例

Abstract

馬來西亞作為多元民族共同生活的社會，其中的「多元」也暗示了華語教學現場的複雜性。本研究試圖從實踐中處理馬來西亞大學混合班級中教學方面的困難，即在華語母語和華語非母語共同組成的混合班級中，可選擇的華語教材、較合適的教學方式和教學内容相關問題。本研究認為，在華語中級混合班級中，結合馬來班頓（Pantun）和唐詩古詩的教材内容能夠引導跨文化教學，而跨文化教學能夠發揮混合班級的優勢，從而促進更多跨文化討論與提升中級學生閲讀與賞析文學能力。 本研究編寫國別化中級華語跨文化輔助教材——《打開Culture檔案》，並以新紀元大學學院的中級華語課室為教學場域。本研究以行動研究（Action Research）為研究方法架構：首先，透過與8位馬來西亞華語教師進行訪談，釐清和整理整體華語作為二語或外語教學的現況，更理解教材的限制與跨文化教學的實踐經驗，並以此設計和編寫教材。本研究教材共編寫三課，分別以節慶（新年、端午節、中秋節）為主題，並以馬來班頓和唐詩為閲讀材料，設計跨文化提問與討論；並不同語體的口說課堂活動，讓學習者從不同方面理解節慶文化。 其次，本研究以新紀元大學學院的中級華語課室為例，進行混合班級中運用馬來班頓和唐詩古詩的跨文化教學嘗試。使用本研究教材進行3次不同主題的課堂教學後，本研究根據教學影片紀錄、學生問卷和心得作業、觀課教師教材評估，針對教材與教學進行反思。 研究結果顯示，師生對本研究教材持正面評價，而透過課堂影片的轉錄、學生問卷回饋與心得作業也能展現出：不同背景的學生針對文化議題和詩歌内容進行討論和表達想法。由此可說，在華語母語和華語非母語共同組成的混合班級中，共同展現馬來班頓和唐詩古詩，能夠平衡不同學習者的學習需求，讓不同程度的學習者都各有學習收穫。本研究的教材、教學資源和教案，提供混合班級授課教師在跨文化教學課程的參考，未來老師可視班級情況彈性調整。

Malaysia is a country where multiple ethnic groups live together, and this “diversity” also implies a certain complexity of Chinese language teaching. This study attempts to address the difficulties faced in teaching mixed Chinese classes in Malaysia in practice. In this study, “mixed classes” refers to classes with both native and non-native Chinese learners. The problems teachers may face include choosing suitable textbooks, selecting appropriate teaching methods, and preparing lesson content. This study suggests that, in mixed classes with both native and non-native Chinese learners, combining Malay Pantun and Chinese Tang poetry in teaching materials can support intercultural teaching. Intercultural teaching can make use of the strengths of mixed classes, encouraging cultural discussions and improving students’ reading and literary appreciation skills. Based on these insights, a country-specific intermediate level Chinese supplementary textbook was created, titled “Opening the Culture File”, and implemented it in intermediate Chinese classes at New Era University College. This research adopts the method of Action Research. First, interviews were conducted with eight Malaysian Chinese teachers to understand the situation of teaching Chinese as a second or foreign language. Through these interviews, the study also identified the limitations of textbooks and the needs and challenges of intercultural teaching in Malaysia. The textbook “Opening the Culture File”, consists of three lessons, each themed around traditional festivals (Chinese New Year, Dragon Boat Festival and Mid-Autumn Festival). Malay Pantun and Tang poetry are used as reading materials, accompanied by intercultural questions and discussions. In addition, various oral classroom activities in different genre are designed to help learners understand culture issues from multiple perspectives. Next, this study conducted intercultural teaching lessons using the designed textbook in an intermediate Chinese class at New Era University College in Malaysia. After teaching three theme-based lessons, the study analysed how the textbook worked by examining classroom video recordings, students’ feedback and teachers’ evaluations. The results show that both teachers and students had positive opinions about the textbook. The classroom videos and students’ feedback showed that learners from different backgrounds discussed culture and expressed their ideas about the poems. This suggests that using both Pantun and Tang poetry in mixed classes can balance different learners’ needs and help students at different levels learn together. Finally, the materials, lesson plans, and textbook developed from this study can serve as a useful reference for Malaysian Chinese teachers who teach intercultural courses. In the future, teachers can change these materials flexibly depending on their classes.