內容語言整合中的遊戲設計：應用「可見的學習」理論框架

Designing Games in Content and Language Integrated Learning: Using a Visible Learning Framework

由於中國的影響力在全球日益增長，英語國家的教育部門近年紛紛推動內容語言整合式學習的專案，用華語教授學校常規課程，以促進華語學習。其中包括日常科目，例如科學、社會人文學科以沉浸式教學法實施。在實行這種教學法的過程中教師常面臨一些挑戰。首先，如何幫助學生不僅掌握簡單事實與內容，並能夠意識到這些事實所帶來的後果及影響。其次，怎樣給學生每週提供充足大量詞彙以及與漢字的接觸，使學生能夠牢記意義和寫法。最後，如何能幫助學生深入了解某些特定語句結構和話語標記詞（例如「只要」、「了」、「因為」、「卻」）的重要性，而且能在聽到或看到時馬上領會，在需要時可以立刻使用。本文介紹澳大利亞墨爾本一所初中如何在社會人文學科的內容華語整合學習課程裡，通過修改坊間常見的遊戲，讓學生在遊戲的挑戰過程中同時學習學科內容和華語。這些遊戲的設計綜合中西方傳統，並遵循Hattie（2008, 2012）「可見的學習」（visible learning）理論框架中所揭示的三級學習階梯，帶動學生從掌握表面事實，到深入的理解，到轉化／轉用所學，由初期知識的獲取，到最後知識的鞏固（Frey, Hattie, and Fisher 2018）。通過這樣的學習設計，學科內容與華語可同時獲得可見的學習效果。
（本文於2020.03重新修訂）

Due to China’s rising global importance, Education Departments in English speaking countries have recently been promoting the study of Chinese through the teaching of regular school subjects in Content and Language Integrated Learning (CLIL) programs. These comprise daily lessons in, for example, Science or Social Studies, taught in Chinese in immersion mode. The key teaching-learning issues generated by this approach involve, firstly, helping students reach beyond simply comprehending the facts of the content to a stage of appreciating the consequences of those facts; and, secondly, in providing sufficient engagement with the very large volume of new vocabulary and characters met each week that the meaning of words and characters is retained, and the deeper significance of using certain structures and discourse markers (只要、了、因為、卻, for example) are immediately perceived when heard or seen, or needed for active use. This article reports on an attempt to address these issues in a junior high school Social Studies Chinese CLIL program by meeting the learning challenges through engagement with the new in the form of games adapted from Eastern and Western traditions. The games are designed using Hattie’s (2008) three-level Visible Learning framework (surface, deep, and transfer) occurring at two stages (acquisition and consolidation) (Frey, Hattie, and Fisher 2018). This particular CLIL design is useful for ensuring the visible learning of both the subject content and Chinese.
（本文於2020.03重新修訂）