主編序I

01 數位華語教師能力養成�余坤庭 　001

02 華語數位翻轉教學�余坤庭 　009

03 華語線上教學�余坤庭 　017

04 反思理念融入的華語文師資培育—以「古代漢語」為例�柳玉芬 　029

05 跨文化下華語文教師在語言及文化方面的永續成長�柳玉芬 　047

06 試論跨文化交際融入教材的作法—以台日邀約及赴約行為差異為例�梁竣瓘 　061

07 PBL融入華語文師資培訓之個案研究—以印尼華文教師為例�彭妮絲 　077

08 華語文教師學科知能培育�彭妮絲 　095

09 資訊科技融入華語教學設計之宏觀思維�廖宜瑤 　111

10 海外華語文教育替代役師資之培訓與省思—以泰北地區為例�歐德芬 　123

11 對外華語規範與台灣國語�鄧守信 　139

主編序



　　It gives me great pleasure seeing the publication of this volume. All the articles in this volume are contributions from the faculty members of the Department of Teaching Chinese as a Second Language at Chungyuan Christian University, Taiwan. The department is among the most active academic departments of L2 Chinese in Taiwan, and I am very happy to be a member of the department.



　　我很高興看到這本書的出版，這本書所有章節是由台灣中原大學應用華語文學系所教師共同編寫。本系所是所有台灣華語教學系所中最為活躍的學術單位之一。我能身為其中的一員感到非常榮幸。



　　The L2 Chinese field in Taiwan has been developing fast and steadily and has established the field as a true academic discipline. I have always defined L2 Chinese as consisting of three interlinking circles of Chinese linguistics, L2 Chinese acquisition and Chinese language pedagogy. Viewed in this perspective, this volume covers all the three interlinking circles, plus the dimension of culture.



　　台灣華語教學領域已穩定且迅速地發展起來，並且成為真正一門學術專業的學科。我將華語教學學科定義為由三個領域所交集的學科，分別是漢語語言學、漢語作為二語的習得、漢語語言教學。從這個觀點來看，這本書涵蓋了這三個領域以及文化範疇。



　　I would like to congratulate the faculty members of Chungyuan Department of Teaching Chinese as a Second Language for contributing to this volume. I would also like to thank New Sharing Publishing Co. for supporting the L2 Chinese field in Taiwan in general and for supporting the publication of this volume in particular.



　　我在此恭賀中原應用華語文學系所師生對這本書的貢獻，也要感謝新學林出版社對華語領域的支持，特別是對這本書出版的支持。