臺灣先修華語課程發展實踐與研究

Abstract

近年來，臺灣積極推動與世界各國的教育交流與革新，並為了因應全球化和少子化的影響，積極擴大境外生源。因此，來臺攻讀學位的留學生人數不斷創下歷史新高。由於僑外生的華語能力不足，各大學及僑生先修部開設了先修華語課程以加強學生的華語能力。然而，研究者的調查發現，在臺灣，修讀一年至兩年的先修華語課程後進入大學的僑外生仍然存在語言能力和學科能力之間的落差。此外，僑外生先修華語課程仍然面臨許多挑戰，包括政府先修華語政策尚未明確、以及境外生華語課程安排鬆散且概念架構薄弱，大多教材偏重語言訓練等。因此，本研究旨在深入探討臺灣先修華語課程的發展現況。研究採用比較探討與質化研究方式，分析國際文憑組織大學預科(IBDP)、2020年出版的最新AP(Advanced Placement Program)以及僑生先修部的華語課程和現代語言教育概念、素養和思維之間的異同。此外，同時深度訪談七位具有臺灣先修華語經驗和實際教學經驗的專家和教師，並整合了研究者本身的教學經驗。整合與分析資料後，本研究提出了臺灣先修華語課程的課程教學實踐要點以及現況挑戰。最後，根據專家和教師的意見，歸納出了臺灣華語課程安排的建議。研究發現，目前臺灣先修華語課程仍然面臨著五大挑戰，包括：1. 測驗內容過於單一；2. 考試偏重知識和記憶；3. 教學環境和課時安排有待改善；4. 缺乏課程核心主軸和評分指南；5. 教學與現實脫節。面對上述挑戰，本研究提出了針對課程和師資的建議：課程方面：1. 建立臺灣先修華語課程指南；2. 規劃課程主題和教學單元；3. 重新制定測驗內容和評分標準。師資方面：1. 建構完善的師資培訓機制；2. 優化先修華語教師制度。In recent years, In response to the challenges posed by globalization and declining birth rates, Taiwan has been actively expanding its overseas student population. Consequently, the number of international students pursuing degrees in Taiwan has reached historic highs. Due to insufficient proficiency in Mandarin among foreign students, universities and Academy of Preparatory Programs for Overseas Chinese Students in Tawan have established preparatory Mandarin courses to enhance their language abilities. Nevertheless, researchers have found that even after completing one to two years of preparatory Mandarin courses in Taiwan, foreign students still face a gap in language and academic proficiency when entering universities.Therefore, this study aims to delve into the development status of Taiwan's preparatory Mandarin courses. The research adopts a comparative and qualitative approach to analyze the differences and similarities between the International Baccalaureate Diploma Programme (IBDP), the latest Advanced Placement Program (AP) published in 2020, and the Chinese language courses offered by the Preparatory Program for Overseas Chinese Students, in terms of modern language education concepts. Additionally, in-depth interviews were conducted with seven experts and teachers who haveexperience with preparatory Mandarin education, including the researcher's own teaching experience. This study presents key pedagogical practices and current challenges in preparatory Mandarin curriculum in Taiwan The study identifies five major challenges in current preparatory Mandarin courses in Taiwan, including: 1. Narrowness of exam content, 2. Excessive emphasis on knowledge and rote memorization in examinations, 3. The need for improvements in teaching environments and scheduling, 4. Lack of a core curriculum focus and scoring rubrics, and 5. A disconnect between teaching practices and real-world applications. To address these challenges, the study proposes five recommendations for curriculum and faculty: (1) Curriculum: Establishing guidelines for preparatory Mandarin courses in Taiwan, planning curriculum themes and instructional units, and revising assessment content and scoring criteria; (2) Faculty: Developing comprehensive teacher training mechanisms and optimizing the system for preparatory Mandarin teachers.