注入歷史與記憶的新元素－－高級漢語《看電影說相聲話中國近代史》

Implementing History and Memory in an Advanced Content-Based Chinese Class: What, How and Why in “Chinese History through Cinema and Cross-talk”

本文旨在探討對外漢語教學注入歷史與記憶的新元素的重要性，並以「看電影聽相聲話中國近代史」為例加以分析討論。筆者針對研究院國際專業的學生採認知教學方法選材，以真實語料突顯歷史視角的異同。打破以往教學格局，每週請學生參加二小時課堂討論與表演的課程、一小時個人化的語言操練，周五參加電影俱樂部，同時要用中文參與非同步的課堂部落格、反思部落格以英語記錄學習心得並提高語言意識。截選出中國近代史中重要的七大時段突顯兩岸的歷史與發展的對比。每個歷史時間段多佐以電影片段與不同語體的真實語料，同學們可以在Moodle獲取學習教材的內容。此外，為強調口述歷史與記憶的重要性，本課程也邀請講者用錄音的方式談「文化大革命」，隨後將課中觀課的母語人士與學生分組，討論文化大革命對母語人士家人的影響。

This paper documents the significance and relevance of history and memory in a foreign language classroom at the graduate level, taking the course “Chinese History through Cinema and Cross-talk” as an example. The author employed a cognitive approach to design and select authentic materials targeted at graduate students majoring in international studies. Learners were asked to participate in a weekly two-hour traditional classroom discussion and performance section, an individualized timeslot for language practice, a Friday movie club or cross-talk performance, a class blog for commenting and reporting, and a reflective blog for developing and documenting cultural and learning awareness. Learning materials related to seven major Chinese historical periods were chosen in order to better showcase modern Chinese history and Chinese cultural mindsets. Each historical period was supported with media clips and authentic reading materials that students obtained from a secured learning management system. To emphasize the importance of history and memory, the class invited speakers to use audio recording to discuss the Chinese Cultural Revolution. Both native and non-native speakers of Chinese listened to these recordings. After listening to the recordings participants split into groups composed of one native and two non-native speakers, and discussed their impressions of the recordings.