臺灣華語文教育全球布局策略之分析

本文分析教育部推動對外華語文教育，擴展對外華語文教學市場，促進教育國際化發展之策略措施。教育部華語文教育全球布局策略，係從「健全推動機制」、「加強教材研發」、「多元師資培育」、「擴大國際交流」、「進行全球檢測」等五個層面同時並行，其策略運用，有其靈活之處。然而，現行策略方案多屬短期補助性質，學校缺乏長遠規劃，教育部則欠缺主導功能；推動策略方案繁多，資源分散，規模太小，難以達成預期效果；政策目標模糊，缺乏整體規劃，難以落實全面功效；政策規劃執行組織人員一再更迭，策略措施難以持續推動。建議改善之道：1.確立專責部門，釐定華語文教育目標；2.整合各項策略，加強人力經費投入；3.健全教學機構，符應國內外多元師資需求。

關鍵字

對外華語文教育；教育策略分析

並列摘要

This study analyzes Taiwan's strategies regarding the global promotion of Teaching Chinese as a Foreign Language. In response to the increasing and popular international demand for learning Chinese as a Foreign Language, the Ministry of Education (MOE) responded by developing and implementing five key strategies for its promotion. These strategies include (1) promoting education and learning-related linkages with international institutions of higher education, (2) the promotion of research and innovative curriculum design regarding teaching materials, (3) providing substantial training programs for Chinese language teachers, (4) developing international partnerships and exchange programs for teachers and students, (5) providing Chinese language proficiency tests to local and international persons seeking language assessment. Study results show that the implementation of these five strategies resulted in unexpected challenges. These challenges included lack of long range planning, program organization, implementation and supervision on the part of the school level that were not under the supervision of the MOE. Additional challenges included lack of program limits and guidelines, inexplicit policies and frequent changes in program administrators or managers. Based on these shortcomings, the following suggestions have been formulated: (1) establish a responsible sector for policy making, including the defining of clear mission statements for all of the strategies, along with continual re-assessment and adjustment measures, (2) smooth integrate all strategies, including reorganize current measures and the allocation of appropriate monies to insure successful strategy outcomes, (3) establishing professional Chinese language teaching units in order to sustain high quality international standards for teaching Chinese within suitable environments, thus, providing a diversity of program selections which will meet the needs of the international learning community.