以文化表述與寫作訓練為主的 AP 中文課實踐報告：以美國新澤西州愛迪生中文學校為例

Abstract

本研究探討美國新澤西州愛迪生中文學校AP中文加強班的教學實踐，聚焦於文化表述與寫作能力的培養。由於海外僑校課時有限、語言輸出機會不足，多數學生雖學習多年，仍難在AP中文考試中有效呈現文化內涵與組織語言。愛迪生中文學校為新澤西州首間開設AP課程的台灣僑校，2024–2025學年度試辦密集型加強班，期盼建立可供參考的教學模式。 課程融合逆向設計、任務導向學習（TBLT）、語意場教學、鷹架理論與TPRS故事教學，協助學生突破語言與文化表達瓶頸。研究採行動研究法，以兩位十年級和一位九年級學生為對象，進行為期三十週之密集教學，透過高頻輸出、精準輸入、錯誤導向學習與個別化回饋，系統提升語言準確性與文化敘事力。 研究資料包括學生作品、教師觀察與訪談，經語言表現分析與主題編碼整理後發現，學生在口語文化表述、寫作應試能力與策略運用皆有顯著進步，能清晰表達文化內容、掌握段落結構與過渡語使用，展現語言自信與跨文化能力。三位學生最終皆於2025年AP中文考試中獲得滿分5分，顯示課程具高度成效。 展望未來，該課程模式可推廣至其他尚未設置AP中文課程之僑校，對外招收有志應考學生，整合資源、建立跨校共學平台，為僑校中文教學與海外AP備考提供具體可行、具實證基礎之發展方向。關鍵詞：AP中文考試、僑校密集班、文化表述、寫作訓練、研究方法

This study investigates the instructional design and outcomes of the AP Chinese Enhancement Program at Edison Chinese School in New Jersey, with a focus on improving students’ cultural presentation and writing skills. Despite years of study, many students in overseas heritage schools face challenges in articulating cultural content and organizing responses for the AP Chinese Language and Culture Exam due to limited class time and opportunities for practice.As the first Taiwanese heritage school in New Jersey to offer AP Chinese, Edison Chinese School launched a 30-week intensive pilot program in 2024–2025, aiming to create a scalable instructional model. The curriculum combined backward design, Task-Based Language Teaching (TBLT), semantic field instruction, scaffolding, and TPRS to strengthen students’ linguistic and cultural expression.Using an action research approach, the study tracked three 10th-grade students through frequent output, targeted input, error-driven learning, and personalized feedback. Analysis of student work, classroom observations, and interviews revealed notable gains in oral presentation, writing strategy, and test performance. All students scored a 5 on the 2025 AP Chinese Exam, demonstrating the program’s effectiveness.This model offers a promising, evidence-based framework for other heritage schools seeking to launch AP Chinese programs. With cross-school collaboration and resource sharing, it has the potential to enhance AP readiness and cultural competency in Chinese language education abroad.Keywords: AP Chinese, cultural presentation, email response, story narration, Chinese school