變動中的華語閱讀師資培育

The Changing Pre-service Reading Teacher Education in Teaching Chinese as a Second/Foreign Language

目前華語閱讀教學領域裡所提及的，不是有關於華語教師的閱讀教學技巧與策略，就是華語學習者的閱讀困難，鮮少有研究探討華語閱讀教師在師資培育上的做法。因此，本研究以「意義建構論」為基礎，從課程行動研究中，探討在華語閱讀教學師資培育課程中，所應著重的發展原則。 本研究以22位華語文教學研究所在職碩士班學生為研究參與者，資料收集的來源含括學生的課堂作品、觀察紀錄、教師日誌、問卷及訪談。研究結果顯示，「意義建構論」的華語閱讀師資培育課程模式，雖然產生了課程落差，但也使得華語閱讀師資培育課程變成一種持續探究的歷程。本研究最後提出三項歸結：（一）如何在掌握意義建構觀點的同時，又能妥適地兼顧學生的不同需求，這將會是華語閱讀教師們所面對的最大挑戰；（二）華語閱讀師資培育課程應存在著修正與發展的彈性，以培養出能結合教學與研究的教師研究者（teacher-researcher）；（三）課程的落差，不僅說明了華語閱讀的動態性，也驗證了：閱讀是讀者意義建構的一種歷程。

When discussing studies on teaching reading in Chinese as a second/foreign lan-guage (CSL/CFL), we usually refer to reading teachers' teaching skills and strategies, and CSL/CFL learners' reading difficulties. Few studies focused on the CSL/CFL pre-service reading teacher education. Therefore, through the curriculum action research, this study applied the meaning-constructionism as a theoretical foundation to explore the main principals in developing the CSL/CFL reading curriculum for pre-service teacher education. Twenty-two part-time students in the Graduate Institute of Teaching Chinese as a Second/Foreign Language were invited to participate in this study. Data sources were from students' artifacts, classroom observation, teaching journals, surveys, and inter-views. This study revealed that when practicing the meaning-constructionism curricu-lum in the pre-service CSL/CFL reading teacher education, though a curriculum gap was found, but the meaning-constructionism made a curriculum transformation to be-come a continuing process of inquiry. This study concluded: (1) how we should apply the meaning-constructionism in teaching reading and at the same time meet students' different needs will become the major challenge that the pre-service CSL/CFL reading teachers face; (2) in order to cul-tivate the pre-service CSL/CFL reading teachers to become teacher-researchers who know how to connect their teaching with research, the CSL/CFL reading curriculum should have a flexibility on modification and development; (3) the curriculum gap not only explained the dynamics of CSL/CFL reading but also examined that reading is a process in which the reader constructs his/her own meaning.