Country-based Mandarin Chinese Teaching material Design: German Learners as an Example

• Main Authors: Tzu-han Sun, 孫子涵
• Other Authors: 邱力璟
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/e8dmj7

碩士 === 國立臺灣大學 === 華語教學碩士學位學程 === 107 === The field of Mandarin Chinese language education has been around for many years, leading to extensive development of teaching methods, content, and materials. However, as the number of Mandarin learners increases, learner backgrounds also become more diverse. At present, Mandarin teaching materials published in Taiwan and China are mostly designed for English native speakers, and neglect the needs of learners from other language backgrounds. In response to this situation, the compilation of country-specific teaching materials is necessary. The development of teaching materials is mainly based on the principles of target-orientation, systematization, practicality, and interesting content. With these principles in mind, this thesis analyzes existing teaching materials in Taiwan and China, discovering areas that can be adjusted and improved due to the diversity of learners, and addressing the advantages and disadvantages of previously published country-based teaching materials. After organizing and analyzing existing teaching materials and the general state of teaching, I discovered that country-based teaching materials must pay more attention to 4 aspects: teaching phonetics and grammar in relation to the learners’ native language, teaching Chinese culture in comparison with the culture of each country, spending equal time addressing both cultures, and bringing Chinese character teaching into the curriculum for beginner-level materials. After addressing the principles listed above, I present beginner-level lesson dialogues for the first three lessons geared toward German students, and a lesson plan based on this content to demonstrate the principles of country-based teaching material design.