協同教學在初級華語課程的設計與實踐 -- 以「佛學書法」與「現代漢語」的協同為例=Co-Teaching in the Design and Practice of Basic Chinese Curriculum: The Case Study of the Co-Teaching between "Buddhist Calligraphy" and "Modern Chinese".
The wave of global "Chinese fever" has blown to Europe for many years; however, European cultural diversity factors affecting teaching and curriculum are extremely complicated. This research focused on expatriate teacher with local native speaker teacher is designing primary "Buddhist Calligraphy" and "Modern Chinese" co-teaching curriculums for Hungarian area learners, under the concept of students' needs as a precondition. Due to the lack of research data from the literature review, the present research is to pass through the process of action research, to collect co-teachers and teachers-students interaction recordings, self-examination of teaching, questionnaires and semi-structured interviews with first-hand information. It also uses Keller's ARCS model to analyze students' learning motivation as constructivist teaching content. The research has three purposes: 1. In co-teaching, teachers design and practice "Buddhist calligraphy" course for primary Chinese students. 2. In the courses of "Buddhist Calligraphy" and "Modern Chinese", the situation of native and non-native teachers applying co-teaching. 3. In co-teaching, teachers reflect students' learning effectiveness, learners' feedback and teachings. This research results illustrate that Chinese native teacher and non-native teacher design language and culture interdisciplinary teaching model is feasible, but students' language background and co-teachers' communication problems should be considered. Finally, the researcher provides advice for the systematization of co-teaching in primary Chinese curriculums and teaching principles, as reference for those teachers and researchers who face the same problems in the future.
