認知儲備理論及其在新住民華語教學上的應用

The Application of Cognitive Reserve Theory on CSL Teaching for Immigrant Residents

本文以認知儲備的概念說明新住民華語教學的重要性。大腦可藉由認知介入措施和第二語言學習增加認知儲備，提高認知儲備可以預防認知老化相關的疾病。過去往往將認知介入訓練運用在延緩、治療認知老化；然而，預防勝於治療，本文以認知老化儲備的理論為基礎，主張在認知老化尚未發生的成人早、中期，即以認知介入訓練導入新住民華語課程，並且提出將認知訓練導入新住民華課程活動設計的可行方案，藉由融入記憶訓練與後設認知訓練，建構神經地圖、充實認知儲備。

This paper uses the concept of cognitive reserve to explain the importance of Mandarin Chinese teaching on the immigrant residents. Human beings can increase their cognitive reserves through cognitive interventions training and second language learning. Moreover, increasing cognitive reserves can prevent aging-related cognitive diseases. In the past, cognitive intervention training was often used to delay and treat cognitive aging. However, prevention is better than cure. This article is based on the theory of cognitive aging reserves and advocates introducing cognitive intervention training in the Mandarin Chinese course of immigrant residents to aim at constructing a better neural map and enriching the cognitive reserves.