高教國際化下通識學分型華語課程架構分析與改進之研究

Abstract

在高教國際化的趨勢之下，正規學制的外籍學位生人數持續增長，華語文能力亦為影響在臺留學生適應高教環境的重要因素之一，而正規學制下的學分型華語課，普遍具有混程度、大班課、低時數、低密度等不利於華語作為第二語言學習的課程性質，然目前關於大學學分型華語課，仍缺乏可供課程制度修訂參考之系統性研究，因此，本文主要透過文件分析法，分析各公立大學網頁公告之華語課程相關法規制度與課程架構，以檢視學分型華語課實施現況與問題，並輔以個案訪談，從外籍學習者、華語教師以及參與課程制度修定的行政人員等多方視角，探討可能的方向與策略。研究結果，首先就課程制度面提出修課規定、認抵範疇以及抵免門檻等建議，其次就課程架構面的課程類別、最低學分、分級級數等提出建議。The purpose of this research was to review the planning and implementation of Chinese language courses for international students in General Education in public universities in Taiwan. By analyzing the course regulation, the Chinese language courses are classified and compared between different universities. Firstly, the weak point of current fundamental course regulation of Chinese language courses is discussed. Secondly, the rationality between the academic credits and the curriculum objectives of current courses is analyzed. According to the content analysis and case interviews, the results show that the Chinese language courses of most public universities have set up a general regulation for foreign degree-seeking students. However, they have not taken the differences in competency and learning needs of Chinese among students from China, overseas Chinese students, and other international students into considerations. The curriculum structure of the courses is mostly under compulsory courses. Only a few universities offer a general liberal art courses for foreign students in accordance wtih their Chinese language skills. The total compulsory academic credits range from 2 to 24 credits. And most of them were 2 to 6 credits. There's a large gap between universities. The common problem of the courses include low course hours, optimized grading system to correspond to the teaching objectives. Lastly, some suggestions about curriculum development and curriculum framework are offered.