海外中文傳承學校轉型之探究－以美國北加州之個案為例

中文傳承學校(Chinese heritage schools)是海外華人在僑居地所建立的中文教育機構，乃為了華人子弟學習中文而設，在美國多以週末班或是課輔班的型態呈現，又稱為「中文學校」，散布於全美各地，數量上千所，學生人數高達十萬人以上。本研究旨在探究美國北加州中文傳承學校之轉型，並以一個案學校為例。故本研究採取個案研究取徑，運用訪談法、文件分析及實地觀察進行資料蒐集、整理與分析。本研究依據研究結果發現，歸納研究結論如下：一、華語文二語教學及學習成效：藉華語文二語教學及學習成效二大關鍵，發展出中文傳承學校特色，開創轉型生機。重視建立華語文能力測驗系統，協助教學專業化轉型成功。二、師資培訓並構建完善的效果評估：華語文師培課程尚無統一規準，同時缺乏系統化。須制訂出完善的專業師資培訓評估與即時反饋，以利培訓規劃起到明確的借鑒作用。三、僑教傳統生態的質量變化：中文傳承學校的第二代華裔學生，中文既是其母語，也是第二語言；關注疫情世代之學習模式，將有助掌握中文傳承學校的未來教育趨勢。四、學校轉型經營與共時發展方向：COVID－19疫情期間，學校面臨急遽轉變，被迫關閉實體校園。藉由數位科技挾全球化所帶來的豐富學習資源，轉型成為網路課程，以因應全球學習型社會的發展方向。綜合上述研究結論，提出相關建議，以供僑教行政主管機關、海外中文傳承學校及未來研究參考。

關鍵字

中文傳承學校；僑校轉型；美國加州中文學校；華語文二語教學；僑民教育

並列摘要

“Chinese Heritage School” is a very special kind of educational organization in the United States that based upon the needs of overseas Chinese immigrants who wanted their descendants preserving their roots of origin including language and culture. It gets very popular across the fifty states of America where the Chinese immigrants from Taiwan starts neighborhood community. Most of the Chinese heritage schools, also known as Chinese School, operates at weekend or after-school. During the peak immigration years, there are more than thousands of schools with hundreds of thousands of students. The study is focused on a Chinese heritage school located at the heart of silicon valley of California United States which facing the needs of the transformation in recent years. Thus, the main research methods were aimed on case study, key person interview, document analysis, and field observation etc. Based on the outcomes and findings of this study, the conclusions are generalized as following: 1. Performances of the teaching and learning in Chinese as a second language: Teaching and Learning Chinese as a second language are two key aspects evolve the transformation opportunity of the Chinese Heritage Schools. To achieve successful transformation, pay attention to establish a well-defined Chinese ability testing and evaluation system, as well as focusing on teachers training with a specialization in teaching Chinese as a second language. 2. Teachers training with all-rounded performance evaluation: There is no standard or guidelines as well as lack of systematization for training courses in teaching Chinese as a second language. It is necessary to have a comprehensive professional training system for teachers teaching Chinese as a second language which can provide evaluation and immediate feedback to facilitate the training plan to play a clear reference function. 3. The traditional style of Chinese language and culture education for Chinese heritage students showing qualitative and quantitative changes due to ecological changes: For those American born Chinese students, Chinese is both their mother tongue as well as their second language. Pay close attention to the learning models of the post-epidemic generation which will provide assistance in grasp the future education trends of Chinese heritage schools. 4. School operation transformation and synchronic development: During the COVID-19 pandemic, all schools faced drastic change that shuts down all school campuses. With the ample learning resources brought by globalization through digital technology, physical classrooms fast transferred into online lessens in response to the development trend in global learning society. With the conclusion of this study, suggestions are provided in detailed descriptions for policy making and supervising government authorities, Chinese Heritage Schools overseas, and future academic researches.