案例教學法融入商務華語教材編寫與課程設計

Incorporating Case Method into Business Chinese Materialsand Curriculum Design

本研究探討以「案例教學法」在商務華語教學中的應用。研究者根據Laurence（1999）所提出的案例撰寫步驟，結合Herreid（2006）和Wassermann（1994）的案例編寫原則，開發了一套適合商務華語教學的教材。同時，研究融合了彭妮絲（2018）的案例教學模式、高熏芳（2002）的教學與學習流程標準，以及Jackson（1998）的教學步驟，將這些理論應用於實際的商務華語課堂。研究結果顯示，案例教學法能顯著提高學習者的興趣與學習動力。然而，研究發現現有案例討論的主題在提升學習者的專業溝通、領導和管理能力方面存在不足。因此，建議在案例的編寫時，應考慮學習者的行業背景，減少任一特定行業專業術語的使用，並謹慎設計案例討論問題。對於缺乏商務背景的教師，建議從商業文化角度切入案例教學。此外，在教學設計上，建議採取「由上而下」的教學順序，幫助學習者更好地聚焦於案例內容，並設計實施課外小組討論任務，作為課堂教學的延伸，以提升課堂時間效益。透過案例教學法的實踐，期望能為專業華語的發展和教材創新做出貢獻。

This study explores the application of the“case method”in Business Chinese instruction. Based on the case-writing steps proposed by Laurence (1999) and incorporating the case-writing principles of Herreid (2006) and Wassermann (1994), the researchers developed a set of teaching materials suitable for Business Chinese. Additionally, this study integrated the case teaching models of Peng (2018), the standard teaching and learning procedures outlined by Gao (2002), and the teaching steps proposed by Jackson (1998), applying these theories to real Business Chinese classrooms. The research results indicate that the case method can significantly enhance learners’interest and motivation. However, the study also finds that the existing case discussion topics are limited in terms of improving learners’professional communication, leadership, and management skills. Therefore, it is recommended that case writing should take into account the learners’professional backgrounds, minimize the use of jargon specific to any particular industry, and carefully design case discussion questions. For teachers without a business background, it is suggested to approach case teaching from the perspective of business culture. Furthermore, in terms of instructional design, it is advised to adopt a“top-down”teaching sequence to help learners better focus on the case content and to design extracurricular group discussion tasks as an extension of classroom teaching, thereby enhancing the effectiveness of classroom time. Through the practice of the case method, it is hoped that this approach can contribute to the development and innovation of Business Chinese teaching materials.