探討內容語言整合學習取向之華語節慶文化教學設計—以七夕為例

Abstract

本研究探討如何運用內容語言整合學習（Content and Language Integrated Learning, CLIL）理念設計以華人節慶為主題的華語教學課程，並以七夕為例進行實踐。現今語言中心課程多偏重語言技能的傳授，文化課程則以體驗活動為主，或是聆聽的講座課程，這些課程多為中高級和高級學生開設，因此缺乏基礎級以及系統化設計與語言學習結合的文化課。而CLIL理念透過內容、溝通、認知與文化（4Cs框架）同步發展學生的語言與內容知識，因此將文化課知識變換為CLIL課堂中的內容知識，能為語言教學提供新的視角與成果。本研究採用Jan van den Akker（1999）發展研究法以及Coyle et al.（2010）的CLIL「計畫—執行—回顧」準則，透過反覆的試驗和反思，調整和優化教學設計，藉此提升教學的有效性。首先依據Coyle et al.（2010）所提供的CLIL工具包，設計針對初級與中級以上程度七夕單元，教學涵蓋七夕的故事、乞巧習俗及七娘媽信仰三大主題，並延伸討論送禮文化與成年禮等話題。教學設計經由試驗後進行評估與修訂，評估方法包括同儕觀課、教師試用及資深教師的建議。本研究主要描述在設計教學和調整時的發現與反思，探究教學實踐的困難。研究者發現將4Cs框架的內容取得平衡對初次接觸該理念者存在一定挑戰，因此CLIL工具包的步驟成為安排教學的工具，能夠讓整體教學同時在4Cs方面同時得到提升。本研究為華語教學提供了具實用價值的課程設計範例，並建議未來研究能針對更多主題與學習背景進行深入探索，以促進跨文化學習的多元發展。This study explores how to apply the principles of Content and Language Integrated Learning (CLIL) to design Chinese language courses centered on Chinese festivals, using the Qixi Festival as a case study. Currently, language center courses primarily focus on language skill instruction, while cultural courses mainly consist of experiential activities or lecture-based listening sessions. These courses are mostly designed for intermediate and advanced learners, resulting in a lack of cultural courses systematically designed for beginner-level students that integrate language learning. CLIL, through its 4Cs framework—Content, Communication, Cognition, and Culture—develops students' content and language integrated learning simultaneously. Therefore, transforming cultural knowledge into content knowledge within a CLIL-based classroom offers new perspectives and outcomes for language teaching. This study adopts the developmental research method proposed by Jan van den Akker (1999) and follows the ‘plan–do–review’ cycle of CLIL outlined by Coyle et al. (2010). Through repeated experimentation and reflection, the study refines and optimizes teaching design to enhance instructional effectiveness. Using the CLIL Tool Kit provided by Coyle et al. (2010), the study designs a Qixi Festival unit tailored for beginner and intermediate-level learners. The curriculum covers three main themes: the story of Qixi, the tradition of"Qiqiao", and the belief in "Qiniangma" (Seventh Mother Goddess). Additionally, the course extends discussions to topics such as gift-giving culture and coming-of-age ceremonies. After implementation, the course design undergoes evaluation and revision based on peer observations, teacher trials, and feedback from experienced educators. This study primarily describes the discoveries and reflections during the course design and adjustment process, examining the challenges encountered in teaching practice. The researcher found that balancing the elements of the 4Cs framework posed a challenge for those new to the CLIL approach. Thus, the step-by-step structure of the CLIL Tool Kit became a practical tool for lesson planning, ensuring simultaneous enhancement across all four dimensions. This study provides a practical example of course design for Chinese language teaching and suggests that future research explore a wider range of topics and learning contexts to further promote intercultural learning and diverse educational development.