以內容與語言整合學習法為本之臺灣文化課程設計研究-以新南向產學合作國際專班為例

Abstract

內容與語言整合學習法(Content and Language Integrated Learning: CLIL)是一種將專業內容與語言學習相結合的教學方法。此研究共設計四課臺灣文化教材，主題分別是雲門舞集、眷村文化、臺灣歷史和媽祖遶境，課程設計以CLIL教學法下的CLIL語言三角(CLIL-Pyramid)為基礎，並以4Cs框架為原則，以探討此教學法在新南向專班中觀光科系越南學生的教學成效。本研究採多模態教學，故課程須符合下列幾項CLIL教學法和多元智能理論的原則:一、語言支持鷹架和模型示範。二、內容選擇和短文結構須有系統性。三、跨學科整合建立知識體系。四、重視文化意識和跨文化能力。五、課程符合多元化評估方法。六、課程需有技術應用和數位資源。課程實踐方面，教師須給予充分的語言鷹架例如關鍵詞和句型，以及內容理解鷹架如認知比較圖和心智圖，教師也須運用形成性評估和總結性評估等，以利彈性整合臺灣文化下的歷史內容。本研究和教學成果為經由四個月CLIL教學法實施後，學生能理解以說明文呈現之短文所傳達的主要觀點與相關訊息，並且能以連貫性的句子寫出臺灣文化主題中虛擬實境、線上影音和繪本大意。此外，學生能理解歷史背景如何影響現代臺灣社會，從中體現臺灣文化下的文化意識和觀念。

This study is based on Content and Language Integrated Learning (CLIL). CLIL is a teaching method that combines professional content with language learning. This study designed four chapterts of Taiwanese culture teaching materials, on the Cloud Gate Dance Theatre, military village culture, Taiwan history and Mazu pilgrimage procession, respectively. The coursse design is based on the Language Triangle (CLIL-Pyramid) under the CLIL teaching method, and Based on the principle of 4Cs framework. This study explores the learning outcomes of first-year Vietnamese students in the Department of Tourism in the International Industry-Academia Collaboration Program.The study adopts multimodal teaching, so the curriculum should be developed in accordance with the following principles of CLIL pedagogy and multiple intelligences theory: 1. language scaffolding support and model demonstration, 2. systematic selection of the content and structure, 3. interdisciplinary integration to build a knowledge system, 4. emphasis on cultural awareness and intercultural competence, 5. curriculum in line with diversified assessment methods, 6. curriculum with technical applications and digital resources. In terms of course design, teachers should provide adequate language scaffolding, such as key words and sentence patterns, as well as content comprehension scaffolding, such as cognitive comparison charts and mental maps. Teachers should also use formative assessment and summative assessment, so as to flexibly integrate the historical content under Taiwanese culture.The result of this study and teaching is that after four months of CLIL teaching, Students will be able to understand the main ideas and relevant messages conveyed in the expository essays, and will be able to write the main ideas of virtual reality, online audio-visual and picture books in Taiwanese cultural themes in coherent sentence groups. In addition, students will be able to understand how the historical background has influenced modern Taiwanese society, and reflect the cultural consciousness and concepts of Taiwanese culture.