关怀型对话理论之“我”的对话与大专语言 教学：以古典文学和华语二语教学为例 The “I-me” Caring Dialogical Theory and Tertiary Language Teaching: Using the Chinese Classical Literature Teaching and Chinese as Second Language Teaching as Case Study

Abstract

本论文“关怀型对话理论之‘我’的对话与大专语言教学”建立于内尔•诺丁斯 (Nel Noddings) 的关怀理论 (Caring Theory) 基础之下，其中对话是关怀理论的元素之一。在教育领域，关怀理论一般运用于师生的教学活动，以加强双方“我与你”的密切关系。然而除了“我与你”的关系之外，还有“我与我”的对话关系。本论文尝试在诺丁斯的关怀理论基础之下提出“关怀型对话理论” (Caring Dialogical Theory)，强调“我与我”的对话，即提出新的关怀关系—“我与我”的关系，这个出现在学生内心的 “我与我”的对话，即是“我与我”关系的发现与建立。此“关怀型对话理论”将为语言教学—不管古典或现代之华语二语教学，皆能带来工具性与人文性的结合，有助于提升大专生的思想与情感教育。

This paper, “The ‘I-me’ Dialogue of Caring Theory and Tertiary Language Teaching,” is based on Nel Noddings’ Caring Theory, in which dialogue is one of the elements of Caring Theory. In the field of education, Caring Theory is generally applied to the teaching and learning activities to strengthen the “I-You” relationship between the teacher and student. In addition to the “I-You” relationship, however, there is also the “I-me” relationship in dialogue. This paper attempts to propose a “I-Me” Caring Dialogical Theory that based on Noddings’ Caring Theory in a tertiary language teaching classroom, i.e., to propose a new caring relationship, the “I-me” relationship. This “I-me” dialog that appears in the students’ heart is the discovery and establishment of the “I-me” relationship. This “Caring Dialogical Theory” will bring about a combination of instrumentality and humanity in language teaching, no matter it is a classical or modern Chinese as second language teaching. It will enhance the intellectual and sentimental education of tertiary students.