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Article published In:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 57:2 (2022) ► pp.91–118

以電影為素材進行跨校跨文化交際

以“生死觀”的文化差異為例

| Independent Scholar
| College of New Jersey
| Indiana University Bloomington
| Hamilton College

本文旨在介紹一次以「生死觀」為主題的包含5C特徵的實驗性跨校交流活動。「死亡」是華人文化的禁忌之一，對面死亡的態度、與死亡相關的文化現象和產物…等，既有文化普遍性，也有文化獨特性，是值得中文學習者學習的文化內容。本文作者為CLTA中文電影教學興趣小組(2016年成立）成員，分別任教於美國三所大學，於2020年春季學期Covid-19疫情初起時，分別使用電影《別告訴她》（英文：The Farewell）與《生生》（英文：Sen Sen）於課堂上，繼而合作規劃一次跨校的文化交流活動。該交流活動基於差異化教學、近側發展區間、鷹架與可理解輸入理論而設計，利用數位工具進行非同步與同步跨校交流，交流結果既強化參與交流之學生的語言能力，亦深化其學習中文和中華文化的動機和興趣。

Keywords: 生死觀, 跨文化交流, 跨校交流, 同步和非同步線上交流, 以電影內容為教學題材
Article outline
  • 壹、前言
  • 貳、文獻回顧
    • 一、文化教學之重要性與必要性–文化為教學內容
    • 二、電影應用於外語文化教學–電影為教學題材
    • 三、科技應用於外語教學–科技為教學工具
  • 參、教學設計理論與實踐
    • 一、5C
    • 二、差異化教學(Differentiated Instruction)
    • 三、近側發展區間(zone of proximal development)
    • 四、學習鷹架(scaffolding)與可理解性輸入(comprehensible input)
  • 肆、跨校交流設計與實踐
    • 一、交流平台上的設計
    • 二、電影片段的選擇
    • 三、交流過程
    • 四、跨校交流實踐成果
      • （一）非同步跨校交流實踐成果
      • （二）同步跨校交流實踐成果
    • 五、交流後檢討與反思
  • 伍、總結
    • 一、跨校交流成果
    • 二、挑戰與未來改進建議
  • 筆記
  • 引用文獻
Published online: 9 December 2022
DOI logo
https://doi.org/10.1075/csl.21006.hua
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