DSpace community: 文學院

國中國文教材之飲食文化詞彙研究— 以金山中學新住民子女為對象

title: 國中國文教材之飲食文化詞彙研究— 以金山中學新住民子女為對象 abstract: 本研究旨在探討新住民子女在國中《國文》課程中，對於具有高度文化負載的「飲食文化詞彙」之認知現況與學習困境。不同於傳統研究將學習障礙歸因於語言能力不足，本研究援引列斐伏爾的「空間的生產理論」與「話語性設計」為核心視角，將飲食詞彙視為動態的社會空間實踐。研究選取「番薯、羹食、咖啡、芭樂、芒果」等五個具臺灣文化代表性的詞彙，結合傳統訓詁學架構，剖析其從「物質生產、知識生產、表徵生產」與「本義、引申義、假借義」彼此互相推轂激蕩所生產而出的文化意義演變歷程，並探究其中隱含的社會權力運作。本研究以新北市金山中學為實證場域，針對新住民子女與一般學生共八十位進行問卷調查。量化分析結果顯示，兩組學生在飲食詞彙的客觀認知測驗上並無統計顯著差異，這反映了主流教育體系在「知識規訓」上的成功，使新住民學生能掌握標準化的教科書定義。然而，多變量分析（MANOVA）與自評成績顯示，兩組學生在結構性認知模式與主觀信心上存在一定程度的差異。此一結果與理論觀點相互呼應，指出在客觀分數「無差異」的表象下，新住民子女可能面臨較為隱性的「文化焦慮」與「認同協商」處境。他們往往被迫在學校的「標準空間」與家庭的「差異空間」之間進行文化翻譯與自我壓抑，導致「客觀能力」與「主觀效能感」的悖離。本研究結論指出，現行教材中的單一文化敘事，容易造成新住民家庭經驗的隱形化與邊緣化。據此，本研究提出「雙向敘事」與「隱喻地圖」等教學策略，主張教育應從單向的知識傳遞轉向批判性的文化理解，將新住民的家庭飲食記憶轉化為豐富課堂的文化資本，以實踐真正的多元文化共融教育。 This study investigates the cognition of Taiwanese dietary culture vocabulary among junior high school children of new immigrants in Taiwan. Utilizing Henri Lefebvre’s spatial production theory, the research treats vocabulary as dynamic social spaces, analyzing terms like sweet potato, thick soup (geng), coffee, guava, and mango through their original, extended, and borrowed meanings. A questionnaire survey was conducted with 80 students (40 new immigrant children and 40 general students) at New Taipei Municipal Jinshan High School. Quantitative analysis revealed no statistically significant difference in objective cognitive scores, suggesting the education system effectively transmits standardized knowledge. However, differences in self-assessed performance and structural cognitive patterns (MANOVA) suggest potential cultural anxiety and identity negotiation among new immigrant students. The study argues that the current single-narrative curriculum marginalizes new immigrant family experiences. It proposes "dual-narrative" teaching strategies to bridge the gap between school standards and family memories, promoting genuine multicultural inclusion.

《列子》的工夫哲學研究

title: 《列子》的工夫哲學研究 abstract: 本文旨在探討《列子》一書中所提出的工夫修鍊進路及其型態，並分析其背後的理論意涵。《列子》所強調的工夫修鍊，主要是一種本體論進路的心理修養，透過專注、純熟、平等與虛靜等心法，使修行者的內心不受恐懼等情緒干擾，進而達到心志的解脫，不再為心所役。此種修鍊所產生的結果，體現在身體能力的提升上，與自然合而為一，進而展現出超越身體極限的特異功能。《列子》本體論進路的心法修養，是透過主體在心理層面上的鍛鍊實現的。其修鍊進路以「不知」為起點，繼而進入「虛靜」的意境，最終發展出具有宇宙論意涵的修鍊型態。當主體面對外在事物時無特定態度、不執著於社會性標準，精神便得以內收，身體能量隨之強盛，感官知覺變得敏銳。最終，藉由入定工夫，得以發揮身體潛能，達至特異功能的境界。儘管這些能力未被現代科學充分證實，甚至被視為人類潛能的想像產物，但已有部分學者提出證據，指出超能力的確存在。總之，本文試圖深入探討《列子》工夫論的型態與定位，並釐清其在宇宙論知識與本體工夫修鍊上的終極意涵與透徹性問題。筆者認為，《列子》所展現的工夫觀，核心乃是一種本體論進路的心理修養，其對身體能力變化雖未建立明確的理論體系，但卻直接展現其結果——身體特異功能。因此，《列子》可視為一種身心合一修鍊的工夫哲學。 This dissertation investigates the praxis and mode of Gongfu cultivation in the Liezi, and analyzes their underlying theoretical significance. The cultivation emphasized in the Liezi is primarily an ontological approach of mental cultivation. Through mental skills such as concentration, mastery, equanimity, and "vacuity and stillness" (xu jing), the practitioner’s mind is freed from disturbances like fear, eventually achieving mental liberation and ending the mind’s servitude to external things. The results of this cultivation are manifested in the enhancement of physical capabilities, achieving oneness with Nature and demonstrating supernormal powers that transcend bodily limits. This ontological cultivation is realized through the subject's mental praxis. The process begins with "not-knowing," moves into the state of "vacuity and stillness," and finally develops a mode with cosmological significance. When the subject faces external objects without fixed attitudes or social standards, the spirit internalizes, physical energy strengthens, and sensory perception becomes sensitive. Ultimately, through meditative cultivation practice, the practitioner actualizes bodily potential and reaches the realm of supernormal powers. Although modern science has not fully verified these abilities, some scholars argue for their existence. In conclusion, this study explores the mode of Gongfu in the Liezi, clarifying its ultimate significance in cosmological knowledge and ontological practice. The core of Liezi’s Gongfu cultivation is an ontological mental cultivation that directly manifests as supernormal physical powers, representing a philosophy of mind-body unity.

結合肢體—視覺—聲學的語流聲調教學法初探—以菲律賓華校初三非華裔學生為研究對象

title: 結合肢體—視覺—聲學的語流聲調教學法初探—以菲律賓華校初三非華裔學生為研究對象 abstract: 本研究探討菲律賓初級華語學習者在聲調習得上的主要困難，特別聚焦語流中的聲調偏誤類型與形成原因。菲律賓學生以英語與塔加祿語（Tagalog）為母語，兩者皆非聲調語言，其重音與語調系統易對華語固定聲調造成干擾。為提升習得成效，本研究採用 Zhang（2006）之肢體教學法「Somatically-Enhanced Approach, SEA」，結合 PRAAT 聲學分析，進行為期 24 週、共 48 小時之聲調教學實驗。研究對象為 17 名初級菲律賓學生，課堂運用「肢體—視覺—聲學」整合之語流聲調教學流程，並以課後對話式口語測驗蒐集自然語流語料。研究以聽審與聲學分析雙軌進行，分析偏誤型態、偏誤順序與跨語言遷移來源。研究結果顯示：聲調偏誤順序為第三聲＞第四聲＞第二聲＞第一聲；第三聲偏誤最多，主因變調規則複雜且語流實現不易，受英語與塔加祿語末尾升降調與重音特性影響，且句子愈長偏誤愈明顯；語流偏誤位置依序為句首＞句中＞句尾，顯示塔加祿語多重重音系統造成句中與句尾音高不穩定；多模態聲調教學可有效提升聲調覺察與模仿準確度，改善語流聲調自然度與穩定性。研究整體證實肢體教學法透過多感官輸入有助於克服跨語言干擾並提升聲調習得成效，對華語聲調教學具有實質應用價值。 This study investigates the major difficulties faced by Filipino beginner learners of Mandarin in tone acquisition, with particular focus on tonal error types and their underlying causes in connected speech. Since most Filipino learners speak English and Tagalog as their first languages—both non-tonal languages—their stress- and intonation-based prosodic systems interfere with Mandarin’s fixed pitch contour system. To enhance tone acquisition, this study adopts the Somatically-Enhanced Approach (SEA), proposed by Zhang（2006）, supplemented by acoustic analysis using PRAAT, and implements a 24-week (48-hour), experimental instruction program. The participants consisted of 17 Filipino beginners. A multimodal instructional sequence integrating bodily, visual, and acoustic cues was used in every lesson, and post-lesson oral dialogue tasks were conducted to elicit natural connected speech data. Both perceptual judgment and acoustic analysis were employed to examine tonal error types, error order, and sources of cross-linguistic transfer. Results indicate that the overall tone error hierarchy was： Tone 3 ＞ Tone 4 ＞ Tone 2 ＞ Tone 1. Tone 3 exhibited the highest error rate due to its complex sandhi rules and the difficulty of producing its pitch contour in fluent speech. Tone 4 errors were concentrated in sentence-final position, influenced by final rising intonation and stress patterns in English and Tagalog, and became more frequent as sentence length increased. Tonal errors in connected speech occurred most frequently at sentence-initial positions, followed by sentence- medial positions and sentence-final, suggesting that Tagalog’s multiple-stress system contributes to pitch instability in medial and final positions. The multimodal tone instruction (bodily + visual + acoustic), effectively enhanced learners’ tonal awareness, improved imitation accuracy, reduced error rates, and increased stability and naturalness in connected speech. Overall, the findings demonstrate that the SEA approach, through multisensory input (proprioceptive, visual, and auditory), helps Filipino beginners overcome cross-linguistic interference and improve tone acquisition in natural speech contexts, offering practical pedagogical value for Mandarin tone instruction.

以電腦輔助初級越南華語學習者TOCFL閱讀測驗的歷時研究：以Google表單和ChatGPT為例

title: 以電腦輔助初級越南華語學習者TOCFL閱讀測驗的歷時研究：以Google表單和ChatGPT為例 abstract: 本研究旨在探討初級越南華語學習者在教師的指導下，透過電腦輔助的方式進行「華語文能力測驗」(TOCFL)閱讀模擬測驗試題的歷時學習表現，並以個案研究的方法來進行深入研究。本研究的對象為華語等級程度在 CEFR A1 、 A2 等級的越南籍華語學習者，學習期間為期十八週，每週兩小時的課程，以課後加強練習的方式，以電腦多媒體等工具來進行輔助學習。在教學設計中，《時代華語2》作為主要教材，並以其教材內容與ChatGPT作為輔助生成語句，同時帶入Wordwall（https://wordwall.net/）、Google 表單等電腦多媒體工具，並結合運用於課中、課後練習使用，電腦優化設計 Google 表單來作為練習的平台，並且以閱讀模擬測驗試題來作為整合使用，另外結合 ChatGPT 進行個別化語言輔導與學習策略推進。研究透過觀察學習歷程、蒐集學習數據與內容分析等方式，評估學習者在數位工具的協助下，對於閱讀理解表現的進展情形。研究結果以電腦輔助學習在初級華語閱讀中模擬試題測驗學習的實際效益，並提出具體建議，作為未來華語教師對於課程的設計與學生數位學習應用的參考依據。 This study aims to investigate the longitudinal learning performance of beginner-level Vietnamese learners of Chinese in taking Test of Chinese as a Foreign Language (TOCFL) reading mock tests under teacher guidance through computer-assisted instruction. A case study approach was adopted to conduct an in-depth exploration of the learners’ progress. The participants were two Vietnamese learners of Chinese at the CEFR A1–A2 levels. The study lasted for eighteen weeks, with two hours of instruction per week. After class, learners engaged in extended practice using computer-based multimedia tools to enhance their learning.In the instructional design, Google Forms was utilized as the main platform for practice, integrating TOCFL reading mock tests as core materials. In addition, Wordwall,（https://wordwall.net/） Google Forms and ChatGPT were employed to provide individualized language support and to facilitate learning strategy development. Through observation of learning processes, collection of performance data, and content analysis, the study evaluated learners’ progress in reading comprehension under the assistance of digital tools. The findings demonstrate the practical effectiveness of computer-assisted learning in supporting beginner-level Chinese reading instruction through mock testing activities. The study further proposes pedagogical implications and concrete suggestions for integrating digital tools—such as Wordwall, Google Forms and ChatGPT—into Chinese language curriculum design and teaching practice.