海外中文學校華語志工教師之培訓研究

Abstract

海外中文學校華語志工教師之培訓研究 摘要

本培訓研究是以海外中文學校為暑期華語志工派任的教學場域，針對外派前培訓課程規畫策略原則與實踐進行研究分析。透過相關教師培訓理論文獻和先導研究的理論與實務分析之基礎，作為本培訓研究之規畫原則與策略，並且經由培訓實踐之歷程，提出相關研究分析與建議。 華語志工教師的目標來源，是以臺灣國內華語文科系背景在學生或畢業生為主，此短期進階的培訓課程是架構在其已具備的專業華語文知能基礎上，透過整體的階段培訓課程規畫，強化培訓教師的僑校課堂教學實作之能力。此外，透過培訓實踐的四個主要歷程：培訓籌備設置、志工教師招募與面試甄選、專業主題培訓課程、教學強化訓練等運作，進行培訓規畫的原則策略，最後再從「原則構想策略」、「規畫應用實施」和「評價討論」等三個觀察角度之分析，提出本培訓研究之討論與建議，並為未來相關師資培訓研究之發展參考。 研究者建議外派前的教師培訓內容規畫，應發揮「銜接式」的培訓功能，掌握教學場域實際教學需求，針對合適師資來源，採取有效目標人才招募，培訓內容規畫也應建立在志工教師的供與求之實際條件基礎。透過培訓規畫原則策略，理想的志工教師培訓規畫架構應包含：培訓行前說明座談會、主題培訓課程、教學實習訓練、教學參訪觀摩訓練、海外行前說明座談會、返國志工服務經驗座談暨結業式等項目，並透過同儕教學技能學習會的實作活動予以強化。研究實踐的整體討論與建議包含：1.正式培訓前應舉辦說明會。2.培訓課前師資備課會議。3.各類型僑校志工培訓研究發展。4.志工招募管道多元化。5.專用網站資訊平臺與電腦e化應用。6.合格海外師資人力庫設置。7.避免培訓資源浪費等。透過海外教學服務，參與者不但克服文化差異、語言隔閡，更打破了國界疆域、種族藩籬，不僅應證「行萬里路，勝讀萬卷書」，也實踐了「行萬里路，服萬人務」的真諦，這也是本志工師資培訓的核心價值。

A Study on the Training of Volunteer Chinese Teachers for Overseas Chinese Schools

Abstract

This study of teacher training used overseas Chinese schools as the teaching field of Chinese language volunteer assignments during summer vacation and conducted research and analysis on the planning and strategy principles and practices for pre-expatriate training courses. The relevant literature on teacher training theories and the pilot study served as the bases for the teacher training research theory and practical analysis and for the planning principles and strategy of teacher training, and through the practical course, this research conducted the analysis and discussion. The objective of volunteer professional Chinese language teachers is to give priority to Taiwanese students or graduates with a Chinese language department background. The short-term teacher training course is based on the professional Chinese language knowledge and ability students already possess. Through the overall plan of the course training in stages, strengthen the training of teachers’ ability to implement overseas Chinese school classroom teaching. In addition, through the four main courses of training practices: training preparation, teacher recruitment and interview selection, professional topic training course, and intensive teacher training, the study conducted an analysis of the teacher training planning principles and strategies. Finally, from the perspectives of “principle conception strategy,” “planning, application, and implementation,” and “evaluation and discussion,” this study proposes the discussion and recommendations of this teacher training research practices as a reference for developing future studies on teacher training. This researcher recommends that the planning of teacher training contents for pre-expatriates should have the function of training “articulation,” grasp the actual teaching needs in the teaching field, and focus on the suitable teacher qualifications to obtain valid targets of talent recruitment. The planning of training contents is based on the teachers’ actual supply and demand conditions. Through the training planning principles and strategy, the planning structure of the ideal teaching training should include a pre-training instructional seminar, topic training course, teaching practice training, teaching visits and observational training, pre-expatriate instructional seminar, and a homecoming volunteer service experience seminar and closing ceremony, which are strengthened through practical activities of peer teaching skill workshops. The study’s overall practical discussion and recommendations include the following: 1. Before formal training, an instructional seminar should be conducted. 2. Before the training course, a teaching preparation meeting should be held. 3. All kinds of overseas Chinese school volunteer training should be researched and developed. 4. Voluntary recruitment pipelines should be diversified. 5. A dedicated website information platform and computer e-applications should be set up. 6. A qualified overseas teaching manpower library should be set up. 7. Wastage of training resources should be avoided. Through the overseas Chinese education services, participants not only overcome cultural differences and language barriers, but also break though national borders and racial barriers and not only permit “He that travels far knows much,” but also put into practice the true meaning of “He that travels far serves many.” These are also the core values of volunteer teaching training.