| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 99 === This essay made attempt to use literary text as teaching material of culture to guide students in multi-cultural contrast of cross-language and –culture by adopting vocabularies and textural images containing cultural implication, through the approach of translation teaching, so as to allow students rebuild schema and enhance prior knowledge of culture required in reading and writing of Mandarin in the process of contrasting during class discussion, by integrating students’ living experience and cognition.
This study was divided into two stages. Scope of the first stage lay in The story of the Stone, a story describing traditional Chinese culture from multiple aspects, where “Zen Shiyin in a Dream Sees the Jade of Spiritual Understanding” and “All Good Things Must End” in Chapter One were cited as samples of contrast corpus between Mandarin and English. The result showed that cultural differences between China and the West, as well as personal factors of each individual translator, caused variation in selecting Mandarin and English words and cultural vacancy in translation. The second stage aimed to design experimental teaching materials and methods in order to apply the cultural vacancy caused by cultural differences to cultural teaching and to complement cognition of the vacancy through class discussion about multi-culture, and also guide the students to reorganize the schema and promote their background knowledge for reading and writing.
In sourcing experimental teaching materials and methods, mythology which is interesting for most people was selected——the myth“Nu-wa smelted stones to mend the sky” in the first half of Chapter One “Zen Shiyin in a Dream Sees the Jade of Spiritual Understanding” and “All Good Things Must End”, the philosophical thinking distributing throughout the whole novel, were cited as texts of source language, while concept of whole-language educational philosophy was adopted as teaching philosophy and 5C3M (5C: communication, cultures, connections, comparisons, communities; 3M: interpersonal mode, presentation mode, interpretive mode） were employed as principles of teaching method design.
As these teaching materials and methods have never been exercised practically, questionnaire method was implemented to collect teachers’ and students’ opinions as basis for improving the teaching materials and methods. Finding of statistical results of the questionnaire analyzed by SPSS18.0 showed that students were interested in accepting cultural texts as cultural material, which deserved further thinking by teachers: How to use literary texts as material for designing teaching contents and modes suitable for themselves; if a teaching method of translation teaching is to be used, it would be more suitable that subjects of teaching be limited to a class with students using the same native language. As up to three forth of students agreed with homework in form of translation combining students’ living experience, translating Mandarin into students’ native language, teachers could try this way to boost interest and motivation of students in learning Mandarin.
Finally, as the teaching materials and methods designed by this study are experimental ones without having been implemented, teachers may improve them based on results of the questionnaire and then lecture Mandarin literature curriculum with literature works in real teaching field to accomplish a practical research.
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