| Summary: | 碩士 === 國立中正大學 === 課程研究所 === 102 === In recent years, Chinese has become a hot issue for foreign-language learning in many country. Many teachers effort to teaching Chinese as a second language. However, few studies focus on integrate the conception of “Chinese culture” in their teaching Chinese as a second language. This study adopted interviews and observations with four participants who taught in Chinese center in Central Taiwan.The focus were mainly on their practicing in culture of the Chinese language teaching.
The main findings were as follows:
1. In the part of instruction, The courses which Chinese center offer were all including in Chinese as a second language; a teacher in this research consider that there were also contain “culture classes” and “culture of visiting lessons”.
2. In some Chinese teachers’ opinion, Teaching the class of Chinese culture had to considerate priority in the form of team teaching.
3. In a Chinese teacher’s opinion, he hoped the students in his own traditional cultural skills class could learn form ”zero”. Moreover, through Learning by practicing, traditional cultural skill also could be integrated into language learning. In addition to, the form of commentating could be teacher commentate by themselves or request other commentators done it; sometimes teachers asked students to take them to visit.
4. The case Chinese teacher thought that there were not enough teachers who could instruct special culture in the Chinese center, the seldom of ability teacher had become difficult to alternate.
5. Teachers could use the way to integrate culture in Chinese classes, for instance, discussing, using multimedia, learning through practicing. Three of the participant teachers used to omit characters but save plot.
6. In a Cross-Cultural class, teachers usually use the way changing the other subject, coordination, putting a stop, preventing and making students transfer classes to stop and prevent conflict.
7. The Chinese teachers in this research had abundant cultural knowledge because of their growing background and academic training. Two of them were the most special: (1) A teacher who had highly specialized culture education is the most proficient in culture and really insist on correctness. (2) A teacher who had learned about secondary education is more flexible in instruction.
8. The Chinese teachers in this research all had deep emotion to culture so expressing culture is benefit to learning Chinese. They used a lot of method to encourage their students to learning culture. When facing to challenge by other cultural, they maybe defend the culture of themselves. They considered that as a Chinese teacher teaching foreigners all have to love their own culture and have ability to teach it.
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