國立虎尾科技大學 |

Dui ri ben xiao sheng zhi kua wen hua chu ji hua yu jiao xiao she ji yan jiu = = Instructional Design of Intercultural Chinese Language in Novice Level for Japanese Students = Nihonjin gakusei o taishō to shita i bunka shokyū chūgokugo kyōiku dezain.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Dui ri ben xiao sheng zhi kua wen hua chu ji hua yu jiao xiao she ji yan jiu =/
其他題名:	Instructional Design of Intercultural Chinese Language in Novice Level for Japanese Students = Nihonjin gakusei o taishō to shita i bunka shokyū chūgokugo kyōiku dezain.
其他題名:	Instructional Design of Intercultural Chinese Language in Novice Level for Japanese Students.
作者:	Mashima, Jun.
面頁冊數:	1 online resource (285 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
標題:	Instructional design. -
電子資源:	click for full text (PQDT)
ISBN:	9798672144696

Dui ri ben xiao sheng zhi kua wen hua chu ji hua yu jiao xiao she ji yan jiu = = Instructional Design of Intercultural Chinese Language in Novice Level for Japanese Students = Nihonjin gakusei o taishō to shita i bunka shokyū chūgokugo kyōiku dezain.
Mashima, Jun.

Dui ri ben xiao sheng zhi kua wen hua chu ji hua yu jiao xiao she ji yan jiu =Instructional Design of Intercultural Chinese Language in Novice Level for Japanese Students = Nihonjin gakusei o taishō to shita i bunka shokyū chūgokugo kyōiku dezain.Instructional Design of Intercultural Chinese Language in Novice Level for Japanese Students. - 1 online resource (285 pages)

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ph.D.)--National Taiwan Normal University (Taiwan), 2020.

Includes bibliographical references

In Japan, courses of Chinese as a second foreign language is a part of humanistic education (core basic education) and considered to be the main and largest channel to learn Chinese for Japanese students. Both of "practicality" and "humanistic education value" should be taken into account when it comes to practice Chinese instruction. It is not only necessary to teach language knowledge and train students' language skills, but also teach intercultural awareness through language learning, and thus, students can enhance their intercultural communication competence. There are many disadvantageous factors in instructional environment of Chinese language teaching in Japan, such as: poor foreign language environment, limited learning hours, large class size, etc. Under the circumstance, it is worth to discuss how to conduct intercultural education with materials including communicational culture in order to further enable students to achieve a comprehensive intercultural communication competence. Prior to the practice of teaching, this study can be divided into the following stages after analyzing the relevant researches: 1. Understanding intercultural materials presented in the dialogue texts and exercises of the current Chinese textbooks used at Japanese universities; 2. Understanding learning needs for communication culture of Japanese and Chinese learners; 3. Understanding the learning experience of Japanese learners and their needs for intercultural Chinese teaching; 4. Understanding the teaching experience of teachers and their needs for intercultural Chinese teaching; 5. Construct the principles of instructional design for intercultural Chinese teaching, and then establish the concept for the practice of teaching and plan the teaching contents; 6. Conduct teaching action research and review the teaching plan for revision; 7. Compile teaching materials and records to evaluate teaching effectiveness. After implementing the instructional design for three semesters, the research reached the following conclusions: 1. Teaching objectives and contents: The teacher should check whether the common teaching objectives set by school cover all the connotations of intercultural communication competence at first. If not , teachers should supplement the teaching objectives by themselves, clarify the intellectual contents to make students know, understand, master, and then regard it as the reference point of the entire teaching practice; 2. Teaching evaluation: based on the characteristics of various connotations of intercultural communication competence, teachers should combine formative and summative evaluation methods, adopt multiple and feasible evaluation in order to evaluate the development of students' intercultural communication competence comprehensively and constantly; 3.Teaching activities: After teachers set up scaffolds for following teaching activities at first, and then conduct student-oriented teaching activities, such as question-and-answer activities, situational conversation activities, and interview activities. Some cultural comparative activities and experiential activities should be arranged to let students to actively detect and discover the culture reflected in various language expressions or language behaviors during the process of participating in the activities; 4. Teaching ability: teachers must be knowledgeable about Chinese pragmatics in relevant to communication culture, otherwise they are unable to clearly explain the ideology factors behind some cultural phenomena of language usage. Students can understand cultural misunderstandings or conflicts caused by differences in communication culture through comparative analysis of culture.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798672144696Subjects--Topical Terms:

1148462
Instructional design.
Subjects--Index Terms:

華語教學Index Terms--Genre/Form:

554714
Electronic books.

Dui ri ben xiao sheng zhi kua wen hua chu ji hua yu jiao xiao she ji yan jiu = = Instructional Design of Intercultural Chinese Language in Novice Level for Japanese Students = Nihonjin gakusei o taishō to shita i bunka shokyū chūgokugo kyōiku dezain.
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500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
502 $a Thesis (Ph.D.)--National Taiwan Normal University (Taiwan), 2020.
504 $a Includes bibliographical references
520 $a In Japan, courses of Chinese as a second foreign language is a part of humanistic education (core basic education) and considered to be the main and largest channel to learn Chinese for Japanese students. Both of "practicality" and "humanistic education value" should be taken into account when it comes to practice Chinese instruction. It is not only necessary to teach language knowledge and train students' language skills, but also teach intercultural awareness through language learning, and thus, students can enhance their intercultural communication competence. There are many disadvantageous factors in instructional environment of Chinese language teaching in Japan, such as: poor foreign language environment, limited learning hours, large class size, etc. Under the circumstance, it is worth to discuss how to conduct intercultural education with materials including communicational culture in order to further enable students to achieve a comprehensive intercultural communication competence. Prior to the practice of teaching, this study can be divided into the following stages after analyzing the relevant researches: 1. Understanding intercultural materials presented in the dialogue texts and exercises of the current Chinese textbooks used at Japanese universities; 2. Understanding learning needs for communication culture of Japanese and Chinese learners; 3. Understanding the learning experience of Japanese learners and their needs for intercultural Chinese teaching; 4. Understanding the teaching experience of teachers and their needs for intercultural Chinese teaching; 5. Construct the principles of instructional design for intercultural Chinese teaching, and then establish the concept for the practice of teaching and plan the teaching contents; 6. Conduct teaching action research and review the teaching plan for revision; 7. Compile teaching materials and records to evaluate teaching effectiveness. After implementing the instructional design for three semesters, the research reached the following conclusions: 1. Teaching objectives and contents: The teacher should check whether the common teaching objectives set by school cover all the connotations of intercultural communication competence at first. If not , teachers should supplement the teaching objectives by themselves, clarify the intellectual contents to make students know, understand, master, and then regard it as the reference point of the entire teaching practice; 2. Teaching evaluation: based on the characteristics of various connotations of intercultural communication competence, teachers should combine formative and summative evaluation methods, adopt multiple and feasible evaluation in order to evaluate the development of students' intercultural communication competence comprehensively and constantly; 3.Teaching activities: After teachers set up scaffolds for following teaching activities at first, and then conduct student-oriented teaching activities, such as question-and-answer activities, situational conversation activities, and interview activities. Some cultural comparative activities and experiential activities should be arranged to let students to actively detect and discover the culture reflected in various language expressions or language behaviors during the process of participating in the activities; 4. Teaching ability: teachers must be knowledgeable about Chinese pragmatics in relevant to communication culture, otherwise they are unable to clearly explain the ideology factors behind some cultural phenomena of language usage. Students can understand cultural misunderstandings or conflicts caused by differences in communication culture through comparative analysis of culture.
520 $a 在日本，第二外語華語課程可以說日本人學習華語主要且最大的管道，且是人文教育(核心基礎教育)之一環，在華語教學中應兼顧外語學習的「實用性」與「人文教育價值」。不僅需要教授語言知識並訓練學生語言運用技能，亦應將語言教學視為透過語言學習所進行的跨文化教育，使學生跨文化溝通能力獲得全面的發展。日本第二外語華語教學環境存在許多不利因素，例如：外語環境不足、學習時間有限、班級人數規模過大等。既然教學環境有各種不利因素，如何在平時的教學實踐中兼顧外語學習「實用性」與「人文教育價值」，以溝通交際文化為題材進行跨文化教育，以使學生的跨文化溝通能力獲得全面的發展，這是一個極為值得探討的問題。本研究在教學實施之前，就相關文獻分析後，分為以下幾個階段：一、了解現行日本華語教材對話課文與練習中「跨文化」成分的呈現情形；二、了解日籍華語學習者與華人日語學習者對溝通交際文化的學習需求；三、了解日籍學習者的學習經驗與對跨文化華語教學的需求；四、了解華語教師的教學經驗與對跨文化華語教學的需求；五、建構跨文化華語教學設計原則，據此建立教學實施構想並進行內容規劃；六、進行教學行動研究，並檢視教學規劃進行修正；七、彙整教學資料與記錄，評估教學成效。經過三個學期的教學實施後，本研究獲得了以下幾項結論：一、教學目標與內容：任課教師必須首先檢查任教學校所設定的共同教學目標是否涵蓋跨文化溝通能力的所有內涵。若教學目標沒有涵蓋所有知能內涵，任課教師就必須自行補充教學目標，釐清學生要知道、理解、學會的知能內涵，進而將之視為整個教學實踐的參照點；二，教學評量：鑒於跨文化溝通能力各種內涵的特質，教師應以組合形成性評量與總結性評量的方式，採用多元並可行的評量依據不斷評量教學成效，全面評量學生跨文化溝通能力的發展；三，教學活動：教學活動先以教師為主體的方式建構後續教學活動的鷹架後，再進行學生為主體教學活動，例如問答活動、情境會話活動以及採訪活動。應安排一些文化對比活動與體驗型活動讓學生在參與活動的過程中主動察覺、發現各種語言表達或語言行為所表徵的文化；四，教學者施教能力：教師須通曉與溝通交際文化有關的華語語用學方面的知識，如此方能清楚地解釋語言的一些文化現象背後的思維因素，藉由文化對比的方式，讓學生理解溝通交際文化的差異性所導致發生的文化誤解或衝突。
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653 $a 多元評量/multiple evaluation
653 $a Chinese teaching
653 $a Intercultural communication competence
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880 3 1 $6 246-03/$1 $a 日本人学生を対象とした異文化初級中国語教育デザイン.