本研究嘗試在加拿大溫哥華地區的MYP中文A戲劇文學單元中，結合皮影戲與《雷雨》劇本來進行中華文化傳遞的歷程，並探討了研究者理念、課程設計、皮影戲的應用策略，實施流程、《雷雨》劇本演出，評量反思等議題。
研究指出研究對象MYP中文A學生普遍感到中文學習困難，學習興趣低落，文化認知不足等問題，在進入DP課程時，或改選其他語種或出現銜接困難的現象，如何改善教學方法，尋回海外華裔學生對中文的熱情，延續中華文化在海外的薪火傳承，是海外中文教師不可迴避的責任。
研究者回應「將學習權交還給學生」與「由做中學」的教育理念，結合IB課程中對交流、協助、組織與反思的等學習方法，以皮影戲為載體，《雷雨》為劇本，透過文化探索、《雷雨》文本學習與鑒賞、皮偶製作、口語排練、皮影戲演出等一系列活動，將文化元素融入華語文的學習中，讓學生在活潑有趣的氛圍下，透過同儕學習、協作演出方式，提升其中華文化的素養，為華語文學習中所涉及的文化語境奠基，以期彌平因文化素養不足而導致的華語文學習障礙。
在文化探索階段，學生利用簡報展現其對於戲劇文化議題的研究成果。在布偶製作方面，學生也能充分掌握劇中角色的特質，製作出忠實的皮偶。在演出部分，配樂、燈光及口白均十分順暢到位，怯場的學生也能克服心理障礙。學生表示皮影戲活動讓他們體驗到許多中華文化元素。但學生的反饋卻集中在演出前期準備、時間控制與團隊合作、演出成效等方面，顯示學生比較關心自己的表現，與原先課程設計理念有些落差。因此在設計學生反饋問題時，應該精確提出與文化學習心得的問題。
整體而言，本研究清晰地呈現教學現場的流程與學生反饋，可以提供海外中文教師在發展相關教學活動之參考。研究者也建議海外教師可以將不同文化載體或劇本融入教學中。學生潛能無窮，老師可以設計一些稍具挑戰性的文化認知活動。最後，老師在設計文化課程時，應該由學生的視角來規劃設計。

This research attempts to combine shadow puppets and “Thunderstorm" script to facilitate transmission of Chinese culture to students in MYP Chinese A Drama course unit at Mulgrave School in Vancouver, Canada. It also explores the topics of the researcher's educational philosophy, designing a unit plan, application strategies of shadow puppetry, implementation processes, script performance of Thunderstorm, evaluation and reflection, and relevant topics.
The researcher points out that MYP Chinese A students normally encounter problems in learning Chinese language, low interest in learning Chinese culture, or lack of cultural cognition. Upon admittance to DP programme, they may switch to other language programs or have difficulties in seamless transition. It is the unavoidable responsibility of overseas Chinese teachers to reignite the enthusiasm of ethnic Chinese students in learning Chinese culture, and to carry on overseas inheritance of Chinese culture by improving their teaching strategies and methodologies.
Following up the educational principles of “giving students the ownership of their learning" and "learning by doing” and in conjunction with approaches to learning (ATL) as described in the IB curriculum, such as communication, collaboration, organization and reflection, the author went through a series of activities purposely designed for cultural heritage. These activities included cultural exploration, learning and appreciation of the script, puppet fabrication, oral rehearsal, and shadow play, to integrate various cultural elements into the learning of Chinese Language and Literature by using shadow puppets as a carrier and “Thunderstorm” as the script. They not only enabled peer learning and collaborative performance among students in a lively and fun atmosphere, but also improved their appreciation of Chinese culture, laid the foundation in the cultural context embedded in Chinese Language and Literature, and reduced the obstacles in learning Chinese Language and Literature due to the lack of cultural appreciation.
In the stage of cultural exploration, students demonstrated the results of their research on Cultural Contexts in Chinese Literature via PowerPoint presentations. When it came to making shadow puppets, most students could fully assimilate their own character trait and fabricated a vivid puppet. Regarding puppet production, background music, lighting, and verbal narration were conducted smoothly and precisely, even students with stage fright surprisingly overcame their psychological barrier.
The students noted that the shadow puppet unit allowed them to experience some elements of Chinese culture. However, the feedback from them focused more on pre-show preparations, time management, teamworking, and performance effectiveness, which indicated the students were more concerned about their own performance but deviated from the original ideas of the unit plan. Therefore, it is important to ask the right questions on the feedback sheets, that is, raising questions clearly related to what students did learn in Chinese culture through the activities and why.
Overall, this research is nonetheless a successful endeavor and clearly presents the steps in carrying out the plan and collecting feedback from the MYP sample group. It can serve as a template to overseas Chinese teachers in developing their own teaching plans and activities in this regard. It is suggestive that teachers can try different carriers or scripts in their own teaching and provide students with more challenging and engaging activities because they have infinite potentials beyond our imagination. Finally, to make it succeed, teachers should plan and design these cultural activities from students’ perspectives.

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二、英文文獻
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