國際文憑大學預科課程（IBDP）語言與文學新課綱倡導學習者應關注以文本探索美學靈感、創作、手法與美的各種方式。美國進階先修（AP）中文課程亦提倡以美與美感作為課程主題安排之建議。本研究以IBDP語言與文學新課綱和AP中文課程的藝術融入為背景，主要目的是將「賞識思維」（Artful Thinking）教學法運用在華語文教學中。透過藝術觀察，以臺灣在地藝術畫家郭雪湖〈南街殷賑〉作為教學媒材，提昇華語學習者溝通和思考能力。本研究主要探討在華語教學中導入賞識思維的成效。研究對象為12位馬來西亞某臺灣學校國小六年級學生，記錄2023年11月四節課，共四小時的賞識思維教學實踐歷程。透過內容分析法，分析學生所進行的賞識思維教學活動的表現和學習成果，包括：對話、討論、學習單書寫等。 研究成果顯示透過「賞識思維」教學法可以引導學生深入思考與有效溝通，並培養重要的思考稟性和應用思考歷程，例如：「看／思考／懷疑」、「思考／疑惑／探索」和「標題命名」等。儘管華語學習者的程度和詞彙量可能有限，經由臺灣藝術文化的經典題材和適當的思考歷程引導，依然能適時討論複雜的議題及藝術背後的深層意涵。本研究希望透過賞識思維課程的結果分析，為華語文教學設計提供建議，促使教師提昇自身的專業能力。同時期望為在職華語教師的專業發展提供實務參考，以創造對學習者有益且有趣的藝術文化學習環境，滿足學習者溝通和增進思考能力的需求。

The new curriculum framework for the International Baccalaureate Diploma Programme (IBDP) in Language and Literature advocates for learner to explore aesthetic inspirations, creation, techniques, and diverse forms of beauty through texts. Similarly, the Advanced Placement (AP) Chinese curriculum in the United States recommends incorporating beauty and aesthetics into its course themes. This study adopts the “Artful Thinking” teaching method in teaching Chinese as a second language, using the artwork “Festival on South Street” by Taiwanese painter Kuo Hsueh-Hu as a teaching medium. The goal is to enhance Mandarin Chinese learners’ communication and critical thinking skills through artistic observation. The study examines the effectiveness of integrating Artful Thinking into Chinese as a second language instruction. The participants were 12 sixth-grade students at a Taiwanese school in Malaysia. The research recorded four one-hour lessons in November 2023, focusing on the implementation of Artful Thinking. Using content analysis, the study assessed students’ performance and learning outcomes in Artful Thinking activities, including dialogues, discussions, and written worksheets. The results indicate that the “Artful Thinking” teaching method effectively guides students to think deeply, communicate effectively, and cultivate essential thinking dispositions and thinking routines such as “See-Think-Wonder,” “Think-Puzzle-Explore,” and “Headlines.” Despite limitations in learners’ language proficiency and vocabulary, using classic Taiwanese art and appropriate thinking routines allowed meaningful discussions on complex topics and the deeper meanings behind art. This study aims to provide recommendations for teaching Chinese as a second language design based on the findings of Artful Thinking courses, encouraging teachers to enhance their professional capabilities. It also seeks to offer practical references for the professional development of Chinese teachers, fostering an engaging and beneficial learning environment that meets learners’ needs for communication and critical thinking skills development.

賞識思維；華語教學；IBDP；AP中文；思考歷程

Artful Thinking; Teaching Chinese as a Second Language; IBDP; AP Chinese; Thinking Routines