華語教學師資培育中的「華人社會與文化」課程大綱分析

Analysis of the Current Situation of the 'Chinese Society and Culture' Course in Mandarin Teacher Training

從華語教學師資培育的觀點來看，在臺灣，「華人社會與文化」這個科目是華語教學相關系所的重要課程，也是教育部對外華語教學能力認證考試的考科之一，因此從相關系所課程設置與教育部認證考試均可看出「華人社會與文化」在華語師培中扮演的重要角色。本文研究目的為探討當前此門課程大綱中的課程目標、課程內容、授課方法與評量方式，以了解臺灣華語師資培育系所「華人社會與文化」課程的內容與實施。
首先從教育部「大學校院課程資訊網」查詢107到110學年度「華人社會與文化」課程，選擇華語教學相關系所的課程並刪去重複教師與課程，共計32門。並透過內容分析法加以分析。研究結果顯示，在課程基本資訊方面，學士班多為2學分，碩士班多為3學分。在課程內容資訊方面，課程目標最多為知識的教授，其次為技能的培養，較少態度與自我意識；課程主題多重視文化產物，較少華語教學相關內容；授課方法多講授與討論；評量方式多採取期中考試、期末考試與出席。希望此研究結果能提供華語教學相關系所開設「華人社會與文化」課程的參考。

From the point of view of Mandarin teacher training, the subject 'Chinese society and culture' is one of the important courses of the Mandarin teaching related institutes in Taiwan, and it is also one of the examination subjects of the Ministry of Education's certification test for teaching Chinese as a foreign language. The important role played by 'Chinese society and culture' in Mandarin teacher training could be seen from the curriculum settings of the relevant institutes and the certification examination of the Ministry of Education. The purpose of this study was to explore the current curriculum objectives, curriculum content, teaching methods and evaluation methods in the current syllabus, so as to understand the content and implementation of the“Chinese Society and Culture”curriculum related to the cultivation of Chinese language teachers in Taiwan.
First, I checked the 'Chinese Society and Culture' courses in the 107-110 academic year from the Ministry of Education's 'University College Course Information Network', and selected courses related to Chinese language teaching and delete duplicate teachers and courses, which resulted in a total of 32 courses, and then analyzed those through content analysis. The results of the study showed that in terms of basic course information, it was mostly 2 credits for bachelor's programs, and mostly 3 credits for master's programs. In terms of course content information, the course goal was teaching of knowledge at most, followed by cultivation of skills, with less emphasis on attitude and self-awareness; the course theme payed more attention to cultural products and there were less content related to Mandarin teaching; lectures and discussions were the main teaching methods; and finally, mid-term exams, final exams and attendance were frequently used as evaluation methods in these courses. It was hoped that the results of this research can provide a reference for the 'Chinese Society and Culture' courses offered by Mandarin teaching related institutions.