臺灣教育部外派越南華語教師教學現況之研究

本研究係探討臺灣在推展越南的海外華語文教育時，華語教師如何面對挑戰與適應，並善用其有效教學策略、規劃教學活動，以達到華語教學目標。本研究對赴越華語教師，及學習華語之越南大學生進行半結構深度訪談。本研究範圍僅限於2012年教育部選送至越南6個城市17所大學之4位女性華語教師及10位越南大學生。研究發現與結論如下：一、就影響華語教師赴越任教的個人背景部分。華語教師如能適時以英越語輔助或補充說明，有助益華語教學；教師任教的動機中，教師相當重視薪資水準、累積教學資歷，及自我實現；而同儕經歷與鼓勵亦是促成華語教師赴越的關鍵。二、就華語教學分析部分。華語教師有清楚的教學理念，並能據此在瞭解與考量越南學生的學習特質、文化特質後，適切設計不同的課程主題及課程目標。華語教師會配合教學主題選編適當的教材，並進行多元有效教學。華語教師主要是擔任華語教學工作，包括台灣華語教師主要負責華語教學中的聽力與言說練習；而在行政工作上，越南大學多不要求華語教師額外負擔。教師則會透過多元化的評量方式，如：強調口說、書面作業、戲劇表演等評量方式，來評定學生的學習成效。三、華語教師對其華語教學之自我覺察與建議部分。華語教師必須面對中國海外漢語教學的競爭；也瞭解文化差異對華語教學之影響，且在教學環境與設備欠佳情況下，仍要維持華語教學品質。華語教師表示主要收獲在於：累積海外教學資歷、增進實際教學能力、獲得跨文化師生情誼，並能擴展臺灣與越南間的國際教育交流，有助於臺越間的跨文化理解。另，華語教師提出了要充實華語教學實習、增加赴越行前培訓、適度修訂聘約，以利聘僱優秀華語教師，並傳承優良的華語教學經驗。四、越南學生對華語教學之回饋。越南學生很喜歡臺灣華語教師在課堂上親切溫和的態度；越南學生肯定臺灣華語教師之教學方法，華語教師也會考慮學生的學習能力。越南學生希望在華語課程中，涵括有關中國、臺灣、越南及國際社會之內容。並且強烈希望課程中包含與未來工作和升學有關之議題。越南學生能接受由華語教師透過分組表演、口語對話、主題報告等評量方式。根據前述研究發現與結論，本研究針對華語教師、選送單位、服務單位、華語教學政策及未來研究提出若干建議，作為改進臺灣赴越華語師其華語教學之改進。

關鍵字

華語教師；華語教學；越南；華語教育；教材與課程

並列摘要

This study is to discuss how the Taiwanese teachers sent by Minister of Education to Vietnam for overseas Chinese teaching face the challenges, adjust the Vietnamese environment, adopt effective teaching strategies and arrange the teaching activities to achieve the objectives of Chinese language teaching. This study conducted in-depth semi-constructive interviews to interview Taiwanese Chinese teaching teachers in Vietnam and their Vietnamese undergraduate students. This study invited four female Taiwanese teachers sent to Vietnam by Ministry of Education in 2012 and ten Vietnamese undergraduate students. This study presents the findings and conclusions as follows: The individual backgrounds influence Taiwanese teachers in Vietnam. If Taiwanese teachers speak Vietnamese or English to explain the contents at the right times, it contribute it Chinese teaching and learning. Moreover, the teachers highly value their salary, the accumulation of the teaching experiences and self-realization. And their colleagues’ experiences and encouragements are also the key points resulting in Taiwanese teachers’ visiting and teaching in Vietnam. Regarding to Chinese language teaching, after understanding and considering the Vietnamese students’ learning needs and cultural qualities, the Taiwanese teachers properly design the different curricular topics and objectives. The Taiwanese teachers choose and edit suitable teaching materials in accordance with the teaching topics. And they carry out diverse and effective teaching strategies. The Taiwanese teachers are primarily responsible for the Chinese listening and speaking including the teaching itself and the students’ assessments. What’s more, the Vietnamese universities won’t ask the Taiwanese teachers to do the additional administrative tasks. Besides, the teachers assess the students’ learning outcomes according to the students’ feed backs in class. The teachers also understand their learning effects via the students’ assessments and homework. Regarding to the Taiwanese teachers’ self-awareness and suggestions, the Taiwanese teachers have to face the challenges of the simplified Chinese system of mainland China and realize how the cultural differences affect the Chinese language education. Besides, they have to sustain the teaching qualities under the conditions of the shortage of the teaching environment and facilities. In addition, the Taiwanese teachers indicate that they gain the rewards of accumulating the overseas teaching experiences, enhancing the real teaching abilities, acquiring the cross-cultural friendship between the teachers and students, expanding international educational exchange of Taiwan and Vietnam, and helping the cross-cultural understanding between Taiwan and Vietnam. Moreover, the Taiwanese teachers suggest the enriching of internship of Chinese language education, increasing the training before Taiwanese teachers going to Vietnam, properly amending the employment contracts to hire high quality Taiwanese teachers and pass on the good Chinese language teaching experiences. Regarding to the Vietnamese students’ feed backs on the Chinese language teaching, the Vietnamese students like Taiwanese teachers’ kind attitudes in class very much. They highly praise Taiwanese teachers’ teaching strategies and the consideration of the students’ learning abilities. In addition, they hope the Chinese language curriculum can include the contents about Mainland China, Taiwan, Vietnam and international society. Furthermore, they strongly hope that the class will contain the issues on the future careers and higher education. And, they can accept the Taiwanese teachers’ assessments by means of the team performances, oral dialogues, and theme reports. Based on the above mentioned findings and results, this study also submits the some suggestions to the Taiwanese teachers, the related organizations, Chinese language educative strategies and future researches and hopes to better the Chinese language teaching of the Taiwanese teachers in Vietnam.