台灣大學教師在陸生參與課堂中之教學策略初探

An Exploratory Study of Teaching Strategies by Taiwanese University Teachers for the Involvement of Mainland Chinese Students In Classrooms

2011年起台灣開放高等院校面向中國大陸學生招學位生，然而兩岸教育交流受兩岸關係影響甚鉅。本文從教師賦權概念出發，考察兩岸關係背景和影響教育內容因素，於Covid-19時期的2022年4月22日至2022年6月30日期間，運用實體與線上「深度訪談法」，成功訪問了八位社會科學領域的大學教師。研究發現，教師的跨文化敏感度、害怕負面評價因素、社會風險意識、兩岸關係狀態、陸生的背景和給予教師的反饋，均影響著台灣教師對課堂的賦權設計。大學教師在含有陸生課堂中，引導相對敏感社會議題討論的教學策略有「同理與多元包容策略」、「間接包裝議題的選題策略」、「打預防與自我揭露策略」、「翻轉教育策略」、「延後議題時效性策略」、和「客觀性事實策略」。此外，在Covid-19的網路課程期間，還運用了「遠距臨場感策略」和「確認內容自保策略」的線上教學策略。此外，線上教學時，因為和陸生的地理距離和兩岸關係低迷的狀態，不僅增加了隱私風險的不確定性，也提升了線上探討敏感性議題，師生都需要承擔的風險。

Taiwan has opened its higher education institutions to admit degree-seeking students from mainland China since 2011. However cross-strait educational exchanges are significantly influenced by the state of cross-strait relations. This study employs the concept of“teacher empowerment”, examining the background of cross-strait relations and factors affecting educational content. This study, conducted between April 22, 2022, and June 30, 2022, during the COVID-19 period, successfully interviewed eight university professors in the field of social sciences using the combinations of in-person and online ''in-depth interview method.''
The research findings indicate that teachers' cross-cultural sensitivity, fear of negative evaluations, social risk awareness, the state of cross-strait relations, mainland Chinese students' backgrounds, and feedback given to teachers all influence the teacher empowerment in Taiwanese classrooms. In university classrooms combing the mainland Chinese students, teaching strategies for guiding discussions on relatively sensitive social issues include the ''empathy and diversity inclusion strategy,'' ''indirect topic selection strategy,'' ''prevention and self-disclosure strategy,'' ''flipped education strategy,'' '' postponing the timeliness strategy,'' and ''factual strategy.''
Furthermore, during the COVID-19 period of online courses, professors also incorporated online teaching strategies, such as the ''telepresence strategy'' and the '' ensuring content accuracy for self-protection strategy.'' Du to the geographical distance from mainland Chinese students and the strained state of cross-strait relations, the uncertainty of privacy risks increased. The increased uncertainty of privacy risks had also raised the risks that both teachers and students must bear when discussing sensitive issues in online classes.