觀察並且參與中國文化之教學：部分教學問題與啟示

Teaching Observed but also Participatory Chinese Culture: Some Pedagogical Issues and Implications

中國文化教學無疑是每一個華語教師教學職責的一個重要方向。突顯出從華語發展且目前有在施行的文化是華語學生的一座附加的橋樑，以提高他們對母語為華語的人的理解，並更好地認識現在被稱為華語的一些語言上的細微差別。然而，在大部分華語課本和教材中，或非華裔學生的華語課堂上，中國文化僅僅從華人觀察到的角度來呈現，對於訪問或居住在臺灣、大陸或其他華語地區的外國人將體驗到的中國文化現況有些方向偏離。引用已經出版的作品（請參見Hodge & Louie 1998, McDonald, 2011）加上筆者過去20年來斷斷續續在大陸和臺灣的生活經驗，觀察的中國文化教學可以而且應該通過參與的中國文化教學來發揚的這個論點將被提出。筆者希望藉由觀察到並且參與中國文化的教學這種情況下，華語教師和非華裔的語言學習者，能從中國文化可以呈現並學習的附加渠道中受益。

Teaching Chinese culture is certainly an essential aspect of every Chinese language teachers' instructional responsibilities. To highlight the culture(s) from which Chinese language developed and currently operates in is an additional bridge for students of the language to enhance their understandings of the peoples who communicate primarily in Chinese. Furthermore, cultural instruction also allows students to better appreciate some of the nuances of the languages now called Chinese. However, the manner in which Chinese culture is presented in the majority of Chinese language textbooks, teaching materials, and oftentimes Chinese language classrooms for non- Chinese learners is done so only from the observed Chinese perspective. Such approaches are misaligned with the Chinese cultural realities foreigners visiting or living in Taiwan, China, or other Chinese speaking areas will experience and participate in. Drawing on published works (See Hodge and Louie 1998; McDonald 2011), then complementing them with the author's experiences living in China and Taiwan off and on across the last 20 years, the argument will be made that teaching observed Chinese culture can and should be complimented by the teaching of participatory Chinese culture as well. It is hoped that by making such a case for the teaching of observed as well as participatory Chinese culture Chinese teachers and non-Chinese language learners can benefit from the additional avenues Chinese culture can be presented in and learned.