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研究生:郭鋐濬
研究生(外文):Guo, Hong-Jyun
論文名稱:線上華語遠距互動應用於跨文化溝通教學之自我反思
論文名稱(外文):Self-Examination on Cross-Cultural Communication Applied to CSL Distance Teaching
指導教授:曾金金曾金金引用關係
指導教授(外文):Tseng, Chin-Chin
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:華語文教學系
學門:人文學門
學類:中國語文學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:106
中文關鍵詞:同儕評估跨文化溝通自我反思遠距教學
外文關鍵詞:peer reviewcross-culture communicationself-examinationdistance teaching
相關次數:
  • 被引用被引用:5
  • 點閱點閱:709
  • 評分評分:
  • 下載下載:208
  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在從筆者的教學影片中分析筆者執行跨文化遠距教學時的優劣為何。跨文化教學為現今許多華語文教學的重要課程環節之一,語言是文化的載體,傳授語言之時必定會牽涉文化教學,然而現今許多對外華語教學的課室中,往往僅注重「文化認知課」,如介紹特定華人如何過年、節慶之特色為何、傳統技藝之類型等等,或是「文化技藝課」,如扯鈴課、烹飪課、剪紙課等等,忽略了「跨文化溝通」與人際互動之重要性,因此筆者利用認知(cognition domain)、情意(affective domain)、技能(psychomotor domain)作為跨文化溝通課的教學面向,結合同儕評估(peer review)之方式審核自身教學是否皆達到目標。
筆者根據已錄製之教學影片,分為三個段落,依序分別檢測認知、技能、情意之教學,一個部分設定三道題目,由同儕看過影片之後給予筆者最低1分、最高5分之評分。評分的結果為認知得4.2分、技能得4分、情意得3.3分,充分表現了筆者在情意教學嚴重的不足。為了改進教學,筆者搜集同儕的文字意見,將之質化分析出具體的改進目標,並且陳列在認知、情意、技能方面亟需改進之具體作法,包含「認知面」的多音節聲調練習以及音義結合訓練、「技能面」的多元文化表達語練習、以及「情意面」的多元情境設計等,作為往後教學之參考,讓跨文化溝通教學確實落實於課室環境中,讓學生得以接觸最全面的跨文化溝通課。
This research intends to analyze the pros and cons of my teaching from my distant teaching videotape in which I teach cross-culture communication. Cross-culture teaching is one of the most significant topics among CSL courses. Language is the carrier of culture, which leads to the fact that when we teach language, we teach culture simultaneously. However, many CSL courses nowadays focus on merely “culture knowledge”, such as how Chinese celebrate Lunar New Year, the features of specific festivals, sorts of traditional arts, etc., or “cultural art class”, such as Chinese yo-yo, Chinese cuisine, Chinese papercuts, etc. All the above neglect the significance of interpersonal interaction from the perspective of “cross-cultural communication”. Therefore, I refer to the framework composed of 3 domains of cross-cultural communication teaching—cognitive, affective, and psychomotor domain, and use them as the criteria to examine my teaching. The result is done through peer review so as to evaluate whether I have achieved those goals belonging to those domains.
I segment my teaching videotape into 3 parts, evaluating my results on cognitive, psychomotor, affective domains in order. One domain has 3 questions. Reviewing my videotape, peers score me from 1-5. As the result shows, I receive 4.2 on cognitive domain, 4 on psychomotor domain, and 3.3 on affective domain, which fully manifests my ineffective teaching on affective domain. In order to improve my teaching, I collect peers’ written opinions, analyzing them qualitatively and listing out the actual solutions to improve my teaching on all 3 domains individually. Those solutions include multi-syllable practice and sound-meaning combination learning in “cognitive domain”, diverse cultural expressions learning on “psychomotor domain”, and diverse situations of communication on “affective cognition”, etc. The result could be teachers’ potential references on cross-cultural communication teaching.
第一章 緒論 1
第一節 研究背景 1
第二節 研究目標 4
第三節 名詞釋義 4

第二章 文獻回顧 7
第一節 第二語言教學法 7
一 溝通式教學法 7
二 聽說教學法 8
第二節 「跨文化能力」與「跨文化溝通能力」 9
一 跨文化能力 10
二 跨文化溝通能力 11
三 跨文化溝通教學之向度 12
四 跨文化溝通師資培訓問題 13
第三節 第二文化習得 15
一 文化的定義 15
二 文化習得與語言學習之解離 17
三 第二文化習得歷程 18
第四節 同儕評估 19
第五節 小結 21

第三章 研究方法 22
第一節 量化研究——問卷調查法 22
第二節 質化研究 27
第三節 受試者基本資訊 27
第四節 研究歷程 30

第四章 研究結果與討論 31
第一節 認知 31
一 同儕評分統計 31
二 認知面向省思小結 37
第二節 技能 39
一 同儕評分統計 39
二 技能面向省思小結 47
第三節 情意 50
一 同儕評分統計 50
二 情意面向省思小結 57
第四節 整堂教學之省思 60

第五章 結論 67
第一節 綜觀教學反思 67
第二節 教案更新 69
第三節 研究限制 80
一 人數 80
二 主題選擇 80
三 教師背景 81
四 理論框架與實際應用的差距 82
五 未能實踐改正過後之教學設計 83
第四節 結論與建議 83

參考資料 85
中文部分 85
西文部分 88
附錄——問卷 92
附錄——受試者完整回應 98
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