「新南向政策」下臺越華語文師資培育大學合作範疇與需求之研究

A Study of Cooperation Scope and Needs of Chinese Language Teacher Education between Taiwan and Vietnam Universities under New National Southbound Policy

本研究探究臺越華語文師資培育雙方互惠互補的合作範疇與需求，本研究目的為：一、探討華語文師資培育大學學術合作的範疇、二、越南華語文教育需求、三、越南華語文教育規劃、四、根據以上結果提出我國與越南華語文師資培育大學學術合作範疇的建議。本研究方法與設計採越南與臺灣田野調查與半結構訪談、跨國焦點團體法、跨國Google問卷填答，並加以描述性統計、Spearman相關係數、Kendall和諧係數等。本研究運用資料來源、資料種類的多元性，進行三角檢證，問卷前經中越兩方教授與研究生建議修正與預試，以提升研究資料的信實度。本研究結論與建議包括：一、華語文師資培育大學學術合作範疇，包含政府政策與組織架構、招生與行銷、課程與教學、華語文定位與品牌、經費（工讀）等五大範疇；二、越南華語文教育需求，包含提出越南大學華語文（繁體字）師資培育困境與需求；三、越南華語文教育規劃，包含：師資生交流、師資培育課程、教師與研究合作、合作培育學位課程，師資培育雙聯學位合作、師資培育培訓中心合作、共同研發適用於越南大學的華語文教材、提供越籍華語文師資回越南就業機會、師資培育學校產學合作。同時師資合作也需要仰賴政府與企業協助，共同討論在華語文（繁體字）師資培育中，臺越雙方可以協助事項建議等。

The study project was on the cooperation between Taiwan and Vietnam Universities subsided by Ministry of Education under the New National Southbound Policy. The aims were to cultivate university cooperation and mutually beneficial and complementary relationships. The purposes of the study were: First, explored the academic Cooperation scope of Chinese Language Teacher Education between Taiwan and Vietnam Universities. Second, explored the demands of Chinese language education in Vietnam. Third, analyzed the academic planning of Chinese language teachers in Taiwan and Vietnam with qualitative and quantitative data of field research. Fourth, presented the conclusions of Chinese and Vietnamese languages based on the above results. The research mainly discussed:1) the background and needs of Chinese language education in Vietnam after 2016; 2) the planning of Chinese language education in Vietnam after 2016; 3) The predicament of Chinese language education and teacher cultivation in Vietnam at present; 4) Chinese language discussion on the cultivation of academic cooperation by teachers’Universities; 5) the construction of a cooperative mode of Chinese language teacher education between Taiwan and Vietnam universities. The research data were collected by the field survey and semi-structured interviews in Vietnam and Taiwan, the cross-nation focus groups, and the multinational Google questionnaire. The conclusions suggested that Chinese language teachers should cultivate the university’s academic cooperation model connotation, needs, and planning.