再議高教國際化下大學華語學分課程的目標、類型與功能

Revisiting the Objectives, Types, and Functions of University Credit-Based Mandarin Courses in the Context of Higher Education Internationalization

在全球化以及少子化的趨勢下，高等教育的國際化已是勢在必行，臺灣作為全球唯二的華語文教育重地，對於想要留學並同時培養雙國際語言能力之外籍生來說，具備一定的吸引力。大學華語此新興學分課程的架構與機制，也在海內外各方需求下，有了多元的開展，但仍缺乏完整的討論，故本研究以文件分析法，探討國內近期新增之國際學院、大一不分系以及國際專班等新興課程中的華語課程制度與修課機制，並得出以下三大類型的大學華語課程：一、短期適應型：確保日常生活自理能力，TOCFL A2為目標的生活華語課程，多作為全校性的境外生入學門檻，或無華語能力者的修課及畢業門檻，學分4-14學分不等；二、社會融入型：銜接大學課業及學術生活，以TOCFL B1為目標的華語學分課，多設立於國際專班、大一不分系或是專業雙語學程，學分18-40不等；三、國際深耕型：特殊國際合作專案的大學華語學分課程，以TOCFL B2-C1為目標的華語與文化密集課程，如：美國中文領航項目，透過10週左右的華語課程，認抵該國大學的語言相關學分。從大學國際教育的長遠性與效益來看，短期效益型對於大學高等教育的推展以及社會人力的需求能發揮的效益最為有限，社會融入型，或可增加留臺工作的基礎，但B1程度對於專業課程的理解仍相當辛苦，至少需搭配半數的英語課程，以及適切的華語教學法；國際深耕型課程，因目的在培養具備雙語言、雙文化能力之學生，日後較有機會運用流利的雙國際語能力在國際性組織與企業工作，發揮影響力。建議臺灣高等教育應把握臺灣華語教育的黃金時期與優勢，發展具長遠效益的華語學分課程及其配套措施。

The internationalization of higher education has become imperative in an era of globalization and declining birth rates. Taiwan, recognized as a global hub for Mandarin education, attracts foreign students seeking to study abroad and develop proficiency in Mandarin as an international language. In response to domestic and international demands, the structure and mechanisms of Mandarin courses in Taiwan have diversified. However, a comprehensive examination of the emerging credit-based curriculum remains lacking. This study employs document analysis to explore the Mandarin course systems and enrollment mechanisms in recently established programs, including international colleges, undifferentiated first-year departments, and international specialized classes in Taiwan. The study identifies three major types of university Mandarin courses. Firstly, short-term adaptive courses aim to provide students with self-care abilities for daily life, targeting the TOCFL A2 level. These courses often serve as general requirements for overseas students or prerequisites for students with no prior Chinese language proficiency, with credit allocations ranging from 4 to 12. Secondly, social integration courses bridge the gap between university academics and student life, focusing on the TOCFL B1 level. They are typically offered in international specialized classes, undifferentiated first-year departments, or professional bilingual programs, with credit allocations ranging from 18 to 40. Lastly, international deepening courses, designed for special international collaborative projects, aim for TOCFL B2 to C1 levels. Notable examples include the Taiwan Huayu BEST Program in cooperation with European and American universities, as well as the Language Flagship Program in the United States. These courses carry credits ranging from 2 to 12 and can be counted towards language and related professional credits at partner universities. From a long-term perspective, the study examines the impact and benefits of university international education. Short-term adaptive courses have limited responsiveness to the promotion of higher education and the demand for human resources in society. While social integration courses increase the number of foreign students studying in Taiwan, proficiency at the B1 level still presents limitations in understanding specialized courses. Therefore, it is recommended to complement these courses with at least half of the English curriculum and appropriate teaching methods. International deepening courses aim to cultivate students with bilingual and bicultural competence, providing them with better opportunities to utilize fluent dual-language skills in international organizations and enterprises, thus exerting influence. It is recommended that Taiwanese higher education institutions leverage the advantages of Mandarin education in Taiwan and develop Mandarin credit courses and supporting measures that yield long-term benefits.