Page 1

華語文課程發展研究

蔡喬育 博士 中原大學應用華語文學系助理教授 101.9.24


華語文課程發展的起源

Chinese language curriculum development is an aspect of a broader field of education activity known as curriculum development or curriculum studies. Curriculum development focuses on on determining what knowledge, skills, and values students learn in schools, what experiences should be provided to bring about intended learning outcomes, and how teaching and learning in schools or educational systems can be planned, measured, and evaluated.

The origins of Chinese language curriculum development


華語文課程發展的起源

Chinese language curriculum development refers to the fields of applied linguistics, Chinese language and culture, pedagogy, psychology, educational technology that address these issues. It describes an interrelated set of processes that focuses on designing, revising, implementing, and evaluating Chinese language programs. The origins of Chinese language curriculum development


華語文課程發展的起源

The history of curriculum development in language teaching starts with the notion of syllabus design. Syllabus design is one aspect of curriculum development but it is not identical with it. A syllabus is a specification of the content of a course of instruction and lists what will be taught and tested. Thus the syllabus for a speaking course might specify the kinds of orals skills that will be taught and practiced during the course, the functions, topics, or other aspects of conversation that will be taught, and the order in which they will appear in the course. The origins of Chinese language curriculum development


華語文課程發展的起源

Curriculum development is a more comprehensive process than syllabus. It includes the processes that are used to determine the needs of a group of learners, to determine an appropriate syllabus, course structure, teaching methods, and materials, and carry out an evaluation of the language program…as we know it today began in the 1960s. The origins of Chinese language curriculum development


華語文課程發展的起源

在各國教育體系中,凡屬正式的課程,不論科目,多 訂有課程標準、或課程綱要作為依歸,是課程與教學 的最高指導原則,不僅針對基本理念、課程目標、基 本能力、學習領域以及實施要點有所條列,並且在實 施期程、學習節數、課程實施、教材編輯審查及選用、 課程評鑑、教學評量、師資培訓、行政權責等加以詳 盡的規範。例如我國針對九年ㄧ貫國民教育階段,有 「九年一貫課程正式綱要」;高中階段亦因應九年ㄧ 貫課程的實施,自民國九十年九月起進行課程綱要修 訂工作(周中天、張莉萍,2007)。

The origins of Chinese language curriculum development


華語文課程發展的起源

在對外華語教學領域,臺灣雖有多年的發 展歷史,卻因不在正式學制內,所以一直 沒有類似的綱要,作為課程的指導方針。 目前課程架構都是各語言中心所自行規劃, 至於分級教學目標也是各語言中心或教師 自身依據教學法或教學對象而訂定(周中 天、張莉萍,2007)。

The origins of Chinese language curriculum development


華語文課程發展的起源

台大國際華語研習所 The International Chinese Language Program (ICLP), the world’s premier institution for the instruction of both modern and classical Chinese, was established in 1963 as the Inter-University Program for Chinese Language Studies (IUP). Since then, it has offered intensive language training to over 2,000 students from more than 20 countries. 中華語文研習所 TLI (Taipei Language Institute)成立於1956年,始創於美 國新澤西州,建校於臺灣,開拓發展於中國大陸,是 中國對外漢語教學之先驅。 The origins of Chinese language curriculum development


華語文課程發展的起源

台師大國語教學中心 成立於一九五六年秋季,附屬於國立台灣師範大學, 是一個語文訓練單位。目前每學季(三個月)約有一 千七百個學員,來自世界各地七十多個國家,是全台 最大最著名的以華語為第二語言教學的中心。 國語日報社語文中心 國語日報社因應外籍人士學習華語的需求成立語文中 心,1973年成立迄今,外籍學生超過13萬人次。

The origins of Chinese language curriculum development


華語文課程發展的起源

世界華語文教育學會 1965年,美國修正亞洲移民法公布後,台灣移民大量 湧入美國新大陸,家長多期盼子弟在讀當地主流學校 外,能利用課餘或週末假日學習中文及祖裔中華文化, 而有週末華文班之設立,初時教師多為學生家長兼任, 但甚少具備華語文教學及師範專業教師條件,故常在 教學上發生疑難,有鑑於此,除在「華文世界」教學 季刊上闢「華語文教學問與答」解答疑難問題外,並 於1977年開辦華語文師資研習班,對出國留學生,給 予華語文師資之培育。這是國內外第一所培育華語文 師資研習班。 2001年後,台大、師大等開授華語文師資培訓課程, 加強推廣對外華語文教學領域的專業知能。 The origins of Chinese language curriculum development


華語文課程發展的起源

台師大華語文教學研究所 成立於1995年,是國內最早成立的,2003 年,招收博士班。 中原大學應用華語文學系 於2002年奉教育部准設立,為台灣第一個 培養全球華語文教育工作者的大學專業科 系。2003年招收第一屆學生五十名。 在2007年8月招收碩士生,為全國第一所學、 碩士兼備之華語文教學科系。 The origins of Chinese language curriculum development


華語文課程發展的起源

台師大國際華語與文化學系 成立於2007年,乃針對國際學生所規劃之 華 語 與 文 化 學 系 ( Chinese as a Second Language, CSL),全面招收國際學生,並 授予學士學位之學系。 開南大學數位應用華語文學系 於2010年春天起開始招生,九月開學,是 為國際學生設立四年制學士學位課程的科 系。 The origins of Chinese language curriculum development


華語文課程發展的起源

面對全球華語熱潮,政府已經在民國九十 二年成立跨部會「國家對外華語教學政策 委員會」,九十五年又改組為「行政院海 外華語文教育及正體字推動小組」。

The origins of Chinese language curriculum development


華語文課程分析 華語文課程分析

An analysis of the Chinese curriculum

Curriculum leaders should consider the role of technology, academic studies, cognitive processes, societal needs, student self-actualization, and subject content for future generations (Klein, 2001). Cognitive processes are very important for human behavior. It is about storing knowledge in memory, understanding and using language, intelligence and learning and the way people use their knowledge (ThinkQuest, 2012). 認知過程,是指人們獲取信息的過程,包 括感覺、知覺、記憶、思維、想象和言語 等。


華語文課程分析 華語文課程分析

An analysis of the Chinese curriculum

A Chinese curriculum is a well planned CSL/ FL artifact that enhances student performance and embraces different learning styles (Rabbe & Shuster-Bouskila, 2001) by supporting brained-based learning. A curriculum should focus on “learners, the subject matter, and society” (Gunter, Estes, & Schwab, 2003) The planning committee should: (a) set goals and rational for instruction, (b) define the objectives, (c) decide on means of assessment, (d) construct a breakdown of units of study for the course, and (e) create lesson plans using various instructional models and activities (Gunter et al., 2003).


華語文課程分析 華語文課程分析

An analysis of the Chinese curriculum

Curriculum developers require information on (a) the needs of the students, (b) the societal purpose [of the learning institution], and (c) the subject matter“ (Gunter, Estes & Schwab, 2003) Similarly, student needs assessments could provide background knowledge for teachers prior to planning new learning activities. In addition, teachers may need assistance on how to implement the curriculum. Finally, evaluating the effectiveness of a curriculum program requires authentic assessment of student performance-based tasks (Wiggins, 1997)


華語文課程分析 華語文課程分析

An analysis of the Chinese curriculum

The goals of Chinese as a second/ foreign language curriculum: 1.Create an effective and efficient language learning environment that fosters pupil development and achievement; 2.View language learning as a process that engages students in meaningful communication;

*Empower “teachers as curriculum developers"


華語文課程分析 華語文課程分析

An analysis of the Chinese curriculum

The goals of Chinese as a second/ foreign language curriculum: 1.Create an effective and efficient language learning environment that fosters pupil development and achievement; 2.View language learning as a process that engages students in meaningful communication;

*Empower “teachers as curriculum developers"


對外漢語教學課程建設的內涵與理念

對外漢語課程體系 1.語言技能:聽說讀寫譯、中文文書處理能 力 2.文化知識 3.社會實踐:考察、體驗

對外漢語教學的課程建設探析


對外漢語教學課程建設的內涵與理念

個別課程的建設 1.師資配備 2.課程內容 以漢語水平等級標準與語法等級大綱;學 習者特性、需求;教材教法為依據。

對外漢語教學的課程建設探析


對外漢語教學課程建設的內涵與理念

個別課程的建設 3.教材教法 教材是課程的基本要素之一。 教學理念、教學模式、教學方法等研究和 培訓是課程建設的前提,沒有理論先行, 課程建設無法開展。 4.教學條件 是影響對外漢語教學的外部因素,如校園 環境、教學管理、教學設施等。 對外漢語教學的課程建設探析


華語文課程分析 華語文課程分析

An analysis of the Chinese curriculum

Goals The course goals are broad statements of what the students will be able to do when they have completed the course. Ex. Students will gain a greater appreciation for Chinese literature.


華語文課程分析 華語文課程分析

An analysis of the Chinese curriculum

Objectives The objectives are measurable and specific so you can determine if the goal was achieved. The objectives are instructions about what we want the student to be able to do. Use verbs and include specific conditions (how well or how many) that describe to what degree the students will be able to demonstrate mastery of the task.

Ex. Students will read at least 6 different Chinese literatures and understand the contents.

0924  

asdfhojbnhubgyho

Read more
Read more
Similar to
Popular now
Just for you