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研究生:蘇浚生
研究生(外文):SU, CHUN-SHENG
論文名稱:華語教材之中華文化教學分類分析- 以《當代中文課程》 與《中文聽說讀寫》 為例
論文名稱(外文):Analyzing the Categories of Chinese Culture Teaching in Two Widely Used Chinese Textbooks
指導教授:陳亦蘭陳亦蘭引用關係
指導教授(外文):CHEN, YIH-LAN
口試委員:陳亦蘭謝富在
口試委員(外文):CHEN, YIH-LANHSIEH, FU-TSAIKERRY W. SEGEL
口試日期:2020-04-17
學位類別:碩士
校院名稱:銘傳大學
系所名稱:華語文教學碩士學位學程
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:英文
論文頁數:46
中文關鍵詞:華語教材華語教科書中華文化教學文化教學
外文關鍵詞:Chinese teaching materialChinese textbookChinese culture teachingTeaching culture
相關次數:
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  • 下載下載:137
  • 收藏至我的研究室書目清單書目收藏:2
除了華語語文教學以外,中華文化教學也在華語課程中扮演著重要的角色。華語教材是華語教師在課堂裡教授中華文化的主要工具之一。因此,本研究探討的主題為-華語教材中介紹外國學生認識的中華文化主題與內容。
研究的一開始,先比較三種分類文化的方法,並將焦點放在邢志群 (2006)的中文課堂文化概念分類。隨後,挑選兩套常見的華語教材-《當代中文課程》與《中文聽說讀寫》 ,再利用前述邢的中文課堂文化概念將這兩套教材裡的中華文化介紹分類,並予以分析。分析的結果顯示出:這兩套教材包含的中華文化主題分類、邢的中文課堂文化概念分類大致上也與這兩套教材的中華文化主題相符。此外,這兩套教材的中華文化介紹,也有其相似與相異之處。
由此研究結果可得知,無論華語教師是直接採用《當代中文課程》與《中文聽說讀寫》 ,或是間接把它們當作參考資源,這兩套教材都很適合華語教師教授外國學生中華文化。
In addition to Chinese language teaching, Chinese culture teaching also plays an essential role in a Chinese course. Chinese textbooks are one of the main resources Chinese teachers adopt to teach Chinese culture in the classrooms. Accordingly, the main concerns in this study are what kinds of Chinese cultural topics and Chinese cultural content are introduced to foreign students in the textbooks.
In the beginning, I compared three different ways of categorizing culture and
focused on Xing’s cultural concepts for Chinese classes (2006). Then I selected these two widely used Chinese textbooks: A Course in Contemporary Chinese (CC) and Integrated Chinese (IC), and utilized Xing’s cultural concept to categorize and analyze the Chinese cultural introductions in CC and IC. The analysis result displayed what kinds of cultural topics are presented in CC and IC. It also demonstrates that Xing’s Chinese Cultural Concepts mainly fit most of the cultural topics in CC and IC, and that there are some similarities and differences in the Chinese cultural introductions in CC and IC.
In conclusion, I suggest that regardless of whether Chinese teachers directly adopt CC and IC to teach or simply use CC and IC as resources, these two textbooks are both appropriate for Chinese teachers to teach foreign students Chinese culture.
Abstract ii
List of Figures & Tables iv
Chapter 1 INTRODUCTION 1
1.1 Research background and motivation 2
1.2 Research purpose and questions 2
Chapter 2 LITERATURE REVIEW 2
2.1 The importance of teaching culture in language courses 2
2.2 Chinese culture teaching and the Chinese teaching materials development 3
2.3 Categorizing culture 4
Chapter 3 METHOD 7
3.1 Materials 7
3.2 Categorization 8
3.3 Procedure 11
Chapter 4 RESULTS 14
4.1 Similarities 14
4.2 Differences 15
4.3 Significance of results 17
Chapter 5 DISCUSSION 18
5.1 Adopting CC and IC to teach Chinese culture 18
5.2 Using CC and IC as resources to teach Chinese culture 18
5.3 “Compare & Contrast” activities in IC 19
Chapter 6 CONCLUSION 20
Bibliographies 22
Appendix 24
Byram, M. (1989). Cultural Studies in Foreign Language Education. Clevedon, UK:
Multilingual Matters.
Lange, Dale L. (2003). Implications of Theory and Research for the Development of Principles for Teaching and Learning Culture in Second Language Classroom. In Dale L. Lange and R. Michael Paige, Culture as the core : perspectives on culture in second language learning. (p.271-336), Greenwich, Connecticut : Information Age Pub.
National Standards in Foreign Language Education Project. (1999). Standards for
Foreign Language Learning in the 21st Century. Lawrence, KS : National Standards in Foreign Language Education Project.
Moran, P. R. (2001). Teaching Culture: Perspectives in Practice. Boston, Massachusetts:Heinle & Heinle
Seelye, N. (1994). Teaching Culture: Strategies for Foreign Language Educators.
Lincolnwood: National Textbook Company.
Stern, H. H. (1992). Issues and options in language teaching. Oxford : Oxford
University Press.
Xing, J. Z. (2006). Teaching and Learning Chinese as a Foreign Language. Hong Kong:Hong Kong University Press.

[Chinese Textbooks]
Liu Y. H., Yao T. C., Bi N. P., Ge L. Y., & Shi Y. H. (2016). Integrated Chinese. Boston:Cheng & Tsui Company.
The Mandarin Training Center (MTC) at NTNU. (2015). A Course in Contemporary
Chinese. Taipei: Linking Publishing Co., Ltd.
The Mandarin Training Center (MTC) at NTNU. (2008). Practical Audio-Visual
Chinese. Taipei: Cheng Chung Book Co., Ltd.
Yeh T. M. (2001). Far East Everyday Chinese. Taipei: The Far East Book Co.,Ltd.

[Chinese References]
李泉(2006)。對外漢語教材研究。北京: 商務印書館。
葉德明(2008)。 《華語文教材教法》。台北:中華函授學校。
蔡雅薰(2009)。華語文教材分級硏製之原理建構。。臺北縣新店市:正中書局。
黃富玉(2010)。文化導向之中級華裔華語教材設計研究-以在台學習者為例。國立臺灣師範大學華語文教學研究所碩士論文。
鄭雅云(2019)。華語教材文化項目分析—以學生學習需求為導向。國立臺北教育大學人文藝術學院語文與創作學系華語文教學碩士班碩士論文。
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