繪本在華語文化課程的應用-以跨國銜轉生為例

Abstract

本研究旨在探討如何透過文化繪本與思考歷程活動（Thinking Routines）應用於華語文化課程，協助跨國銜轉生適應臺灣教育體制與華語學習環境，並提升其文化理解與學習動機。研究以兩位在臺之跨國銜轉生為對象，進行課程實踐與分析。針對跨國銜轉生於語言學習、文化適應與心理層面所面臨的挑戰，研究嘗試透過兼具圖像與文本的文化繪本，引導學生進行多層次的理解與表達，以促進其文化認知與語言發展。本研究以華人三大節日，春節、端午節與中秋節為主題，分別選用《好忙的除夕》、《射日˙奔月》與《老龍舟的心願》等繪本，結合「放大」、「看－思考－懷疑」、「顏色－符號－圖像」與「進入角色」四種思考歷程策略，設計課堂流程，進行主題導入、情節推測、文化討論與角色代入等活動。本研究自文獻回顧與教學實施後得到以下結論：第一，繪本能提供具體的文化脈絡與語言情境，激發學生的學習動機與表達欲望；第二，透過四項思考歷程策略能有效促進學生的觀察力、推測力、比喻力與換位思考之能力，並能在課堂中提出個人觀點與文化對比，展現出初步的批判性思考及跨文化理解能力；第三，透過繪本與思考策略之融合教學，有助於縮短文化距離，並提升學生的文化理解與語言表達能力，幫助學生由簡單詞語逐步發展至段落式描述，亦可為銜接教育中的跨文化課程設計提供可行參考。This study aims to explore how cultural picture books combined with Thinking Routines can be applied in Chinese cultural courses to assist transnational transfer students in adapting to Taiwan’s educational system and Chinese language learning environment, while enhancing their cultural understanding and learning motivation. The research focuses on two transnational transfer students studying in Taiwan and conducts curriculum implementation and analysis. Addressing the challenges these students face in language acquisition, cultural adaptation, and psychological adjustment, the study employs cultural picture books featuring both images and texts to guide students through multi-level comprehension and expression, thereby promoting cultural cognition and language development.The curriculum centers on three major Chinese festivals—Chinese New Year, Dragon Boat Festival, and Mid-Autumn Festival—with selected picture books including A Busy New Year's Eve, Shooting the Sun and Flying to the Moon, and The Old Dragon Boat’s Wish. Four Thinking Routines—Zoom In, See-Think-Wonder, Color-Symbol-Image, and Step Inside—were integrated into the lesson design to facilitate activities such as theme introduction, plot inference, cultural discussion, and role-taking. Based on literature review and teaching practice, the study draws the following conclusions: First, picture books provide concrete cultural contexts and language scenarios that stimulatestudents’ motivation and willingness to express themselves; second, the four Thinking Routines effectively enhance students’ observational skills, inferential thinking, metaphorical reasoning, and perspective-taking abilities, enabling them to express personal viewpoints and engage in cultural comparisons, thereby demonstrating preliminary critical thinking and intercultural understanding; third, the integration of picture books and Thinking Routines helps bridge cultural gaps, improves students’ cultural understanding and language proficiency, and supports the development from simple vocabulary to paragraph-level descriptions. The findings also offer practical references for designing intercultural curricula in articulation education.