文化課安排的眉角

The Practical Considerations in Arranging Culture Courses

在華語文化課上，學生的反應千變萬化「哇！」、「好玩！」、「怎麼做？」、「不懂！」，或是眉開眼笑、滿臉茫然、甚至打起哈欠。這些反應，都提醒著教師：文化課既要介紹華人文化，又要兼顧語言學習，還得新鮮有趣。除此之外，更要考慮行政手續、預算、師資、場地等，種種眉角都需要細細安排。我們中心每季安排兩門以上文化課，外聘講師，全體師生共同參加。我會在課前和講師討論簡報與講義內容，並在課堂中隨班口譯，讓不同程度的學生都能理解。來中心學習的外國學生多會停留六個月至一年，甚至兩年，因此我希望在兩年的時間裡，學生能體驗十六種不重複、具代表性的文化課程。要做到這點，需要許多思考與取捨，以下分享我們的安排原則與實務經驗。

In Mandarin culture classes, students' reactions vary widely-''Wow!'', ''This is fun!'', ''How do you do this?'', ''I don't understand!'', along with bright smiles, puzzled expressions, or even the occasional yawn. These responses constantly remind teachers that culture courses must not only introduce aspects of Chinese culture but also support language learning, while remaining engaging and dynamic. At the same time, practical considerations such as administrative procedures, budgeting, instructor arrangements, and venue coordination all require careful planning and attention to detail. At our Center, we offer at least two culture courses each term, inviting external instructors and encouraging participation from both teachers and students. Prior to each class, I meet with the invited instructor to discuss presentation slides and teaching materials, and I provide in-class interpretation to ensure that students of varying proficiency levels can follow the content. Most international students study at our Center for six months to one year, and some for as long as two years. Therefore, I aim to design a sequence of sixteen representative and non-repetitive culture courses that students can experience over a two-year period. Achieving this goal requires thoughtful planning and careful decision-making. In the following sections, I will share the principles guiding our course design and our practical experiences in implementation.

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