「聽、說、唱、玩、動、讀、寫」之多模態華語教學實踐敘事探究

Abstract

本論文以敘事探究為方法，聚焦一位具有音樂專業背景的教育者，在跨域轉換為華語文教師的生命歷程中，透過個人故事的書寫與反思，呈現其「聽、說、唱、玩、動、讀、寫」教學理念的發展與實踐。研究聚焦於如何將音樂、語言與律動融合為一體化的教學模式，特別針對嬰幼兒及學齡前兒童的語言學習需求，探索在自然、愉悅的教學情境中，透過奧福教學法、蒙特梭利教育理念與多元智能理論的交織運用，設計遊戲化、情境化的華語教學活動，以提升兒童的語言能力與文化理解。研究同時關注教師自身的專業成長與轉化歷程，從加拿大中文學校與音樂院的實踐經驗出發，發展出結合自身音樂專長與華語教學經驗的創新教學模式，並透過課程實施與學生回饋檢視其教學成效與教育意涵。研究結果顯示，跨域教師在結合理論與實務的過程中，能以多元視角創造具文化適切性與兒童發展需求的教學策略，並在教學實踐中達成知識轉化、情感回應與社會影響力的深化。本研究對於師資培育、兒童華語教材設計及跨領域教學實踐提供了具體參考與啟示，期望為華語文教學與嬰幼兒教育領域帶來創新思維與多元教學的實質貢獻。This dissertation adopts a narrative inquiry approach to explore the life journey of an educator with a background in music who transitioned into the field of Teaching Chinese as a Second Language （TCSL）. Through personal storytelling and reflective writing, the study illustrates the development and implementation of a pedagogical model centered on “listening, speaking, singing, playing, moving, reading, drawing and writing.” It focuses on the integration of music, language, and movement into a cohesive teaching approach tailored to the needs of infants and preschool and kindergarten children, emphasizing playful, contextualized learning in a natural and joyful environment. Drawing on the Orff-Schulwerk approach, Montessori education principles, and the theory of multiple intelligences, the research investigates how gamified Mandarin instruction can enhance young learners’ language abilities and cultural understanding. It also explores how cross-disciplinary and multiple-subject teaching roles contribute to professional growth, who through her practical teaching experiences in Chinese schools and music academies in Canada, developed an innovative teaching method combining her musical expertise and Mandarin teaching experience. The effectiveness and educational value of this approach are assessed through classroom implementation and learner feedback.Findings reveal that cross-disciplinary educators, by bridging theory and practice, can create appropriate, culturally responsive teaching strategies that lead to meaningful knowledge transformation, emotional engagement, and broader social impact. This study offers concrete insights for teacher training, early childhood Mandarin curriculum development, and interdisciplinary instructional practices, contributing innovative perspectives and diverse teaching applications to the field of TCSL and early childhood education.