武俠電影C-CLIL跨文化教學設計：以《臥虎藏龍》及《蝙蝠俠》為例

C-CLIL Cross-Cultural Teaching Design for Martial Arts Movies: An Example with ''Crouching Tiger, Hidden Dragon'' and ''Batman''

華語電影對於華語文化教學和語言教學而言，都是極佳的視聽輔助教材，而武俠電影為華人特有的電影類型，內含特殊的語彙表達方式並承載著華人特有的文化思維，極具華語教學價值。本文擬以電影《臥虎藏龍》對比《蝙蝠俠》為例，配合「華語內容與語言整合學習」（C-CLIL, Chinese Content and Language Integrated Learning）教學之理念，設計華語武俠電影之跨文化教學。
CLIL融合學科內容與語言教學，涵蓋4C面向，即內容（content）、交際（communication）、認知（cognition）和文化（culture）。本文呈現之教學設計以《臥虎藏龍》中之「俠」形象主題為導入內容（content），對比《蝙蝠俠》的英雄形象，以突顯華人思想內蘊的俠文化（culture）。在語言交際（communication）的教學內容方面，除了涵蓋武俠電影中特有交際語彙以加強學生觀看電影的背景知識之外，也加入華語中表達「對比」之句式和篇章表述，以利學生於課堂分析討論中表述華人「俠」與西方「英雄」之對比，使學生對於華人「俠」形象及其反映的華人文化有更深層的認知（cognition）。
本文主體分文獻回顧、影片分析和教學設計三個部分。文獻回顧中探討華語武俠電影教學運用與研究現況、華人的「江湖」、「俠」以及西方的「英雄」概念。影片分析探討電影《臥虎藏龍》中之人物、劇情、對白，突顯劇中呈現的「俠」之形象與概念，並以蝙蝠俠「英雄」形象與華人「俠」形象對比，以便以國際學生普遍熟悉的超級英雄概念導入，引導學生理解華人的「俠」文化。教學設計以CLIL的4C架構呈現，以文獻回顧和劇本分析探討出的概念作為課堂提問和討論之議題，以期引導學生針對「俠」的概念做跨文化的思考。另外，教學中亦導入語彙、句式和篇章教學，以提供學生於課堂討論時所需的語言輔助，期使學生進一步精進華語交際能力。

Chinese movies are excellent audio-visual aids for teaching Chinese language and culture. Martial arts movies, as a unique genre of Chinese cinema that contains distinctive vocabulary expressions and cultural themes, are of great value for Chinese language teaching. This paper aims to contrast the movies“Crouching Tiger, Hidden Dragon”and“Batman”to illustrate the cross-cultural teaching of Chinese martial arts movies, aligning with the teaching principles of Chinese Content and Language Integrated Learning (C-CLIL).
CLIL integrates content and language teaching, covering the 4Cs: content, communication, cognition and culture. The teaching example presented in this paper takes the theme of“Xia”in“Crouching Tiger, Hidden Dragon”as the introductory content and contrasts it with the heroic image of Batman to highlight the“Xia”culture in Chinese ideology. In terms of language communication, apart from covering the distinctive communication vocabulary of martial arts movies, relevant sentence patterns and discourse expressions are also provided to enhance students’background knowledge and facilitate them to express themselves in classroom discussion. This approach aims to deepen students’cognition of Chinese“Xia”and the underlying Chinese culture.
The main body of the paper consists of three parts: literature review, movie analysis, and teaching design. The literature review examines the current state of teaching and research on Chinese martial arts movies, the Chinese concepts of“Jianghu”and“Xia”, and the Western concept of“hero.”The movie analysis examines the characters, plot, and dialogues in the movie“Crouching Tiger, Hidden Dragon,”highlighting the image and concept of“Xia”and comparing it with the image of superheroes, which is familiar to international students. The teaching design is presented within the 4C framework of CLIL. Concepts derived from literature reviews and movie analysis are used as topics for classroom questioning and discussion. In addition, vocabulary, sentence patterns and discourse expressions are also introduced to provide students with the necessary language support for classroom discussion, with a view to improving students’Chinese language communication skills as they reflect cross-culturally on the“Xia”concept in Chinese culture.