用以致學：華語教學實習課程的翻轉設計

Use to Learn: The Flip Design of an Internship Course of Teaching Chinese as a Second Language

本文旨在說明一門「華語教學實習」課程的創新歷程。課程設計源於「翻轉課堂」，簡言之，是指校外實踐先行，校內學習在後。校內的學習是建構在三次工作坊的平台上，分別是應用合作學習的「海內外華語教學實習工作坊」；使用「ASSURE教學模式」的「華語文創新教學設計工作坊」，以「行動研究」探究的「教學現場難題與超越工作坊」。過程中師生藉由理論應用、同儕合作、師生互動、個人反思，逐步釐清難題，發展解決方案，進而提升教師知能。本研究為偏質化的混合型研究，採參與觀察、問卷調查、文件分析等方法蒐集資料、驗證成果。最終，師資生的成長總結為三項：提升反思能力、促進同儕學習、發展實務研究能力。此研究成果可提供未來的實習課程參考。

This article aims to demonstrate the innovation process of an ''Internship in Teaching Chinese as a Second Language'' course. The design of the course derives from the ''flip classroom,'' where practice outside the university is arranged before learning within the university. The learning within the university is built on the basis of three workshops: ''The Workshop of Domestic and Overseas Internships of Teaching Chinese as a Second Language,'' applied with cooperative learning. ''The Workshop of Innovative Designs of Teaching Chinese as a Second Language,'' where the ''ASSURE Teaching Mode'' is used, and ''The Workshop of Problems and Surmounting in Actual Teaching Situations,'' where investigation is conducted with ''action research.'' In the process, teachers and students progressively clarify problems and develop solutions through application of theories, peer cooperation, teacher-student interaction, and personal reflection, which further enhances teachers’intelligence. This study is a relatively qualitative mixed-type study that adopts methods of participation observation, questionnaire survey, document analysis, etc. to collect data and verify results. Finally, the growth of the student teachers is reflected in the following aspects: enhancing reflective ability, promoting peer learning, and developing practical research ability. The research results can serve as a reference material for future internship courses.