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友善列印

 
華語教育 -Mandarin Education
選送華語教學人員赴國外學校任教
  為推廣我國優質華語教學及臺灣文化,選送優秀華語教學人員赴國外學校任教,以提高我國在海外華語教學領域之影響力,自74年起辦理〈華語教師輸出計畫〉,後於100及101年公告與修訂〈選送華語教學人員赴國外學校任教要點〉,104年更積極打造華語教師培育基地,偕同國內各大學華語文教育機構及民間華語教學組織推動華語教師新薦送機制,主動開發國外學校華語教師需求,並依據目標地需求規劃開設華語文教學培訓課程,以提高我國華語教師於海外普及率並擴大赴外任教效益。107年補助218名華語教師及122名華語助教赴國外學校任教,並補助6所大專校院主動開發國外學校華語教師需求,總計自100年至107年,共選送968名華語教師赴23國任教及596名華語助教赴10國任教。

  另外,為配合新南向政策,教育部於107年10月5日函發〈華語教師赴印度學校任教推廣實施計畫〉及於107年11月1日函發〈全球華語AI計畫〉,鼓勵學校與國外大學合作開發華語教學人員職缺,由教育部補助相關經費。

教育部對外華語教學能力認證考試
  為提升對外華語教學人員之教學能力,加強其專業地位,教育部於95年6月13日發布〈教育部對外華語教學能力認證作業要點〉,並於95年11月舉辦首次對外華語教學能力認證考試,從此建立國家認證制度;該考試於每年7月份舉行,107年計1,837人報考本項考試;至107年獲證人數達4,428人。

推廣華語文能力測驗
  因應世界各地華語學習之熱潮,教育部自90年起開始籌劃華語文能力測驗,並自92年正式對外開辦初等、中等及高等考試。為建立一套具信度、效度之臺灣華語文測驗品牌,提升我國在全球華語教學市場地位,94年委託國立臺灣師範大學成立「華語測驗中心」,以承接華語文能力測驗的研發與推廣工作,使其成為國家級測驗,並於99年正式定名華測為「Test of Chinese as a Foreign Language」(簡稱TOCFL)。因應資訊時代的需要,亦推出華測電腦化適性測驗(TOCFL CAT),並開發「華語文能力測驗快篩系統」,以供大學及廠商及時評量外籍生與員工華語能力。107年於32國324個考點辦理海外施測,國內外考生共計5萬7,966人次,累積考生人數已逾30萬人次。

設置教育部華語文獎學金
  教育部於95年12月28日訂定發布〈教育部華語文獎學金作業要點〉。提供受獎人每人每月獎學金2萬5,000元,受獎人應選擇前往我國立案之大學校院附設華語文教學機構研習華語文,受獎月數可分為2、3、6、9、12個月。107年共核發52國851人受獎來臺研習華語,101至107年度計提供全世界55個國家、4,903名受獎生。本獎學金除培養他國通曉我國語文之人才,吸引外國人士來臺研習華語文及文化外,也塑造了「MIT」的外交尖兵。

推動學華語到臺灣
  教育部鼓勵世界各國主流學校華語教師及華語學生來臺學習華語,結合各大學華語文系所設計適合需求之華語文課程、教材及教法,並安排文化課程與參訪行程,以進行全球行銷,相關策略與成效如下:

一、教育部補助各國華語教師組團來臺研習華語教學法、各國學生及教育相關人士組團來臺研習華語:107年補助95名外國華語教師組團來臺研習、31名外學生來臺研習華語。101至107年計補助各國華語教師1,789名及各國學生2,677人來臺短期研習華語。

二、透過國際合作鼓勵各國菁英來臺修讀華語

(一)教育部與美國國際教育委員會簽訂教育合作備忘錄,共同推動為期3年(105-107年)的〈新一代美國學生赴臺學習華語及文化計畫〉,選送美國學生來臺學習華語(105年選送9名、106年選送29名及107年54名)。105年首次與外交部及美國國務院合作辦理〈關鍵語文獎學金計畫(CLS)〉,選送美國長春藤聯盟等頂尖一流大學學生來臺研習華語文(於國立成功大學學習華語),辦理迄今共有66名學生來臺(105年20名,106年23名及107年23名)。

(二)與「臺美姐妹關係聯盟」(Taiwan-United States Sister Relations Alliance,TUSA由 美國17個會員州組成,致力推動臺美兩國人民友好關係)合作開設「大使暑期華語文研習課程」獎學金,每年提供55個名額,盼得獎者來臺於研習華語文後,未來能成為傳播臺美友誼的種子,促進兩國各項交流。

三、持續推動「觀光學華語」及開發生活華語教材

(一)觀光學華語:教育部於106年啟動「臺灣觀光學華語」計畫,結合臺灣景點特色,規劃北中南東4種主題式精選華語課遊程,讓外國人士來臺旅行時可透過特色行程結合華語學習元素,深入學習臺灣地方鄉鎮特有文化及習俗。該計畫於106年8月推出後迄今共吸引160人報名參加。

(二)開發「華語101」數位行動教材:為滿足外籍人士短期來臺停留所需,教育部委託學校開發數位教材,幫助外國人在短期內學到重點語法及重要字詞,並能學會自我介紹、問路、點餐、住宿、求救或就醫,讓來臺外國人能透過學華語更貼近臺灣社會。

開拓海外華語文學習市場
  教育部於開拓海外華語文學習市場時,兼採「由下而上」由申請團隊自行提出計畫開拓市場,及「由上而下」由教育部邀請團隊開拓具開發價值的潛在市場,透過主動開發海外華語需求市場,提升我國的國際華語市場能見度,建立我國優質華語文教學品牌,擴大華語文學習人口。自103年開始到107年,計有48個團隊在18個國家開拓華語文教育市場,包含開拓華語據點、開發教材、辦理當地師資培訓及開辦華語研習班等。

推動華語文8年計畫
  為推動華語產業計畫,教育部於103年研提〈邁向華語文教育產業輸出大國八年計畫(102-109年)〉並報行政院備查;另亦訂定修正〈教育部促進華語文教育產業發展補助要點〉及〈教育部華語文教育機構績效管理及獎勵要點〉等2項支持性補助要點,鼓勵相關單位組成策略團隊主動開發海外華語需求市場;加強華語文教育產業上、中、下游之鏈結,並建立績效獎勵制度,提升華語中心教學環境及海外招生能量。

  為符應華語文各界需求,教育部持續滾動修正8年計畫,並於105年12月16日奉行政院同意備查。該次修正新增6大主軸,包括:制度與環境、機構與組織、人才培育、教學資源、研究發展及國際合作,以及新增〈建立華語文師資及相關人才培育機制〉、〈推動華語文教材教法之研發與創新(含數位教材之研發及推廣)〉及〈推動華語文教育國際化之研究〉等行動方案,採更宏觀之產業思維,納入高教產業、生活產業及觀光產業等,將本計畫定位為高教產業之一環;另於105年設立「華語文教育專案辦公室」,擔任我國華語文教育對外及對內的服務窗口、整合國內華語文教育的資源及成果,以提升我國華語的國際能見度及擴大招收外籍生來臺學華語。

  未來執行重點將善用語料庫及標準體系成果、完備華師薦送機制、強化華語數位課程研發,以及厚植華語文教育專業,並加強與新南向政策之連結,包括於華語教師培育過程中增加新南向國家的文化課程、優先於新南向國家推動華語文能力測驗、補助大專校院開發新南向國家之客製化教材、增加新南向國家華語文獎學金之核配名額等。

The Selection of Chinese Teaching Staff to Teach in Foreign Schools
  To promote quality Chinese language teaching and the Taiwanese culture of our nation, the Ministry of Education has selected outstanding Chinese language teaching staff to teach in foreign schools, so as to enhance the influence that our nation has in the field of Chinese teaching. Since 1985, the Teacher Output of Chinese Teaching Abroad Project has been carried out. The Regulations of Selecting Chinese Teaching Staff to Teach Abroad were announced and revised in 2011 and in 2012 respectively. In 2015, the Ministry of Education actively built up the fundamental base of Chinese language teacher cultivation, and cooperated with Chinese language educational institutions in all universities of our nation and private Chinese teaching organizations, to jointly promote together the new recommendation and selection system of Chinese language teachers, and actively develop the requirement for Chinese teachers in foreign schools. These measures were enacted to organize the establishment of Chinese language teaching cultivation courses in accordance with the requirements of foreign schools, enhance the popularity of our nation’s Chinese language teachers overseas, and expand the benefits of teaching abroad. In 2018, there were 218 Chinese teaching teachers and 122 Chinese language teaching assistants provided with subsidies to teach in foreign schools, while 6 colleges and universities were offered subsidies to actively develop demand of Chinese language teaching teachers for meeting the requirements of foreign schools. From 2011 to 2018, a total of 968 Chinese language teachers were selected and sent to 23 countries to teach, as well as 596 Chinese language teaching assistants sent to 10 countries.

  In addition, on October 5, 2018, in accordance with the New Southbound policy, the Ministry of Education issued the Promotional Implementation Project of Chinese Language Teachers Go to Teach in Indian Schools; and furthermore, on November 1, 2018, issued the Global Chinese Language AI Project. The Ministry of Education provided related subsidies for the aforementioned two projects hoping to encourage schools of our nation to cooperate with foreign universities to develop the positions of Chinese language teaching staff members.

The MOE Qualification Test of Chinese Teaching Ability to Foreigners
  On June 13, 2006, to enhance the teaching ability of Chinese language teaching staff to foreigners, and upgrade their professional positions, the Ministry of Education declared the Operation Regulations of the MOE Qualification Test of Chinese Teaching Ability to Foreigners. In addition, in November 2006, the first Qualification Test of Chinese Teaching Ability to Foreigners was carried out, and thus established the national qualification system. This test is held every July. In 2018, 1,837 people took this test. Up to 2018, a total of 4,428 people had obtained this qualification.

The Promotion of the Test of Chinese as a Foreign Language
  Since 2001, in response to the trends for learning the Chinese language in places around the world, the Ministry of Education has organized the Chinese Proficiency Test. In 2003, this test was offered to foreigners to participate in, with three levels of language ability: Novice, Intermediate, and Advanced. In 2005, to establish a Taiwan Chinese language test brand with reliability and validity, and to enhance our nation’s position in the Chinese language teaching market, National Taiwan Normal University was consigned to establish the Chinese Language Testing Center CLTC. This committee aimed at undertaking the research and promotional work of the Chinese language test, so as to develop it into a national test. In 2010, the test was officially named “Test of Chinese as a Foreign Language (abbreviated as TOCFL).” In accordance with the requirements of the information age, the TOCFL Computerized Adaptive Test (TOCFL CAT) was also released. The TOCFL- Speedy Screening System was developed as well, in order to provide universities and firms with a method for opportunely evaluating the Chinese abilities of foreign students and employees. In 2018, the TOCFL was carried out in 324 locations in 32 countries, with in a total of 57,966 examinees in our nation and abroad. More than 300,000 examinees have been tested with TOCFL.

The Establishment of the Ministry of Education Huayu Enrichment Scholarship
  On December 28, 2006, the Ministry of Education established and announced the Ministry of Education Huayu Enrichment Scholarship (HES) International Student Directions, which provided a scholarship of NTD 25,000 for a month; every prizewinner can receive a different amount of scholarships (that is to say, a different total number of months from 2 months to 12 months.) Every prizewinner could choose to go and study the Chinese language in registered Chinese language teaching institutions attached to universities of our nation. In 2018, 851 prizewinners from 52 countries were approved to come to Taiwan to study the Chinese language. From 2012 to 2018, it was calculated that 4,903 prizewinners from 55 countries around the world were offered these scholarships. In addition to cultivating talented individuals in becoming familiar with the language of our nation, and to attracting foreigners to come to Taiwan to learn the Chinese language and culture, this scholarship also shapes diplomatic envoys of MIT (Made in Taiwan).

The Promotion of Learning Chinese Language in Taiwan
  The Ministry of Education encourages Chinese language teachers and students from international mainstream schools to come to Taiwan to learn the Chinese language. With a combination of Chinese language courses, teaching materials, and methodology designed by Chinese language departments in all universities which meet the appropriate requirements, culture courses and visiting agendas are arranged in order to undertake global promotion. Related strategies and their effectiveness are as follows:

I. The Ministry of Education provides subsidies to Chinese language teacher groups around the world to come to Taiwan to study the Chinese language teaching methodology, and also to students and staff members related to the education field to come to study the Chinese language in Taiwan in groups. In 2018, 95 foreign Chinese language teachers grouped up to participate in workshops in Taiwan, and 31 foreign students took part in the Chinese language workshops in Taiwan. From 2012 to 2018, 1,789 Chinese language teachers around the world have been provided with subsidies to join in the Chinese language workshops; as also have 2,677 foreign students.

II. Through international cooperation, outstanding elites from all nations are encouraged to come to study the Chinese language in Taiwan.

i. The Ministry of Education signed the Memorandum of Understanding with the American Council for International Education, and together they promoted 3-Year Taiwan Intensive Summer Language Program (TISLP) (2017-2018) , which selects students from the United States of America to come and study the Chinese language in Taiwan (9 students in 2016, 29 students in 2017, and 54 students in 2018). In 2016, the Ministry of Education cooperated with the Ministry of Foreign Affairs, and the United States Department of State, for the first time, to implement the Critical Language Scholarship Program (abbreviated as CLS), which selected students from top international universities, such as Ivy League schools to come to study the Chinese language in Taiwan (in National Cheng Kung University). Since 2016, 66 students have been to Taiwan (20 students in 2016, 23 students in 2017, and 23 students in 2018).

ii. The Ministry of Education and the Taiwan-United States Sister Relations Alliance (TUSA) have devoted themselves to promoting friendly relationships between the people of United States and Taiwan, and cooperated to establish the Ambassador Summer Scholarship Program. This program provided 55 scholarships. Prizewinners were expected to become the seed of spreading the friendly relationship between the United States of America and Taiwan, and to stimulate all exchanges between the two nations after their studies of Chinese language.

iii. The Continuous Promotion of “Mandarin On-the-Go in Taiwan” and the Development of Living Mandarin Teaching Materials.
1. “Mandarin On-the-Go in Taiwan”: In 2017, the Ministry of Education initiated the project of “Mandarin On-the-Go in Taiwan”, which combined learning Chinese with visiting sightseeing features of Taiwan. The quintessential 4-theme courses of “Mandarin On-The-Go Tours” were designed to introduce participants to 4 different areas of Taiwan (North, Central, South, and East). It was expected that, through the combination of feature tours and Mandarin learning elements, foreigners could thus gain a deeper understanding regarding specific cultures and customs of local counties and towns when they traveled to Taiwan. Started in August 2017, this project has attracted 160 people to register as participants.
2. The development of digital mobile teaching materials for “HUAYU 101”: To satisfy the needs of foreigners who stay in Taiwan for the short term, the Ministry of Education has consigned schools to develop digital teaching materials, in order to assist foreigners in learning focal grammar, and key vocabulary in the short-term; and to help foreigners to present a self-introduction, ask for directions, order food, arrange accommodation, ask for help, and seek medical advice. Foreigners can thus be assisted in becoming more familiar with Taiwanese society via learning Mandarin.


The Exploration of Overseas Chinese Learning Marketing
  When the Ministry of Education explored the needs and demands for overseas Mandarin language learning marketing, two operational directives were adopted: 1. from teams to MOE, which means teams can apply and propose their projects for marketing exploration, and 2. from MOE to teams, in which the MOE invites teams to explore marketing with the potential for development values. Through the active development of overseas Mandarin learning requirement marketing, the following purposes were expected to be achieved: to enhance the visibility of our nation in international Mandarin language marketing, to establish the quality Mandarin language teaching brand of our nation, and to expand the population of those learning Mandarin. From 2014 to 2018, there were 48 teams in 18 countries developing Mandarin language education marketing. The development measures included: development of Mandarin teaching locations and teaching materials, and implementation of teacher cultivation in local places and Mandarin language workshops.

The Promotion of the 8-Year Chinese Language Project
  In 2014, to promote the Mandarin Industrial Project, the Ministry of Education researched and proposed the “The 8-Year Project of Toward Becoming a Mandarin Education Industry Exporting Country (2013-2020)”, which was reported to the Executive Yuan for future reference. In addition, two supportive regulations of subsidies were set up and revised: 1. the MOE Provision of Subsidies Regulations for Promoting Mandarin Education Industry Development and 2. the MOE Mandarin Education Institutions Performance Management and Reward Regulations, so as to encourage related units to establish strategy teams to actively explore the requirements of overseas Mandarin requirement marketing, to strengthening the connection between upstream, midstream and downstream operations of the Mandarin education industry, to establish a performance and reward system, and to enhance the teaching environments of Mandarin  centers and the motivation of overseas recruitment.

  In 2014, in response to the requirements of Mandarin language from all sectors, the Ministry of Education continuously revised the 8-Year Project, which in December 16, 2016, was approved and recorded for future reference by the Executive Yuan. The revision of this time enhanced 6 principal core elements:
1. System and environments
2. Institutions and organizations
3. Talented individual cultivation
4. Teaching resources
5. Research development
6. International cooperation

  The following action programs were also enhanced:
1. The Action Program on the Mandarin Human Resources of Teacher Establishment and Related System of Talent Individual Cultivation.
2. The Action Program on Research and Innovation of Mandarin Language Teaching Material and Methodology Promotion (including the research, development and promotion of digital teaching materials).
3. The Action Program on the Internationalization of Mandarin Language Education.

  The 8-Year Project was designated as one cycle of the higher education industry. In addition, in 2016, the Office of Global Mandarin Education was established, and functioned as the service window of Mandarin education to our nation and to foreign countries, which integrated the resources and outcomes of Mandarin education in our nation and in foreign countries. It was expected to enhance the visibility of the Mandarin education of our nation in the international world, and to expand the recruitment of foreign students to study Mandarin in Taiwan.

  The future operational focus is as follows:
1. Making good use of language corpora.
2. The Outcomes of standardized mandarin.
3. The completion of the recommendation and dispatch system.
4. Fortifying the Mandarin digital teaching material development.
5. Deeply rooting the profession of Mandarin education.
6. Strengthening the connection with the New Southbound Policy, including
a. The increase of cultural courses of new southbound countries in the process of Mandarin teacher cultivation.
b. The promotion of Test of Chinese as a Foreign Language (TOCFL) in new southbound countries as a priority.
c. The provision of subsidies to colleges and universities in developing customized teaching materials for new southbound countries.
d. The increase in approval numbers of the Huayu Enrichment Scholarship for new southbound countries.

最後更新日: 2019/11/19


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