中興大學優華語外派紐約市立大學史泰登島學院教學心得

Reflections on Teaching Chinese at the College of Staten Island, CUNY: An NCHU Overseas Teaching Experience

本次外派教學計畫係配合中興大學優華語計畫執行，於2025年1月至5月派任至紐約市立大學史泰登島學院，擔任CHN 213華語課程授課教師，以推動海外華語教學、深化文化交流並提升教學專業實務經驗。修課學生以在美國成長之華裔學生為主，整體而言具備良好的中文聽說能力，但在閱讀與寫作能力方面相對不足。為回應學生實際學習需求，課程內容在原有教材基礎上進行調整，著重加強讀寫訓練與整合性語言運用。教學過程中，課程設計以任務導向與多元學習活動為核心，融入閱讀與創意寫作練習、文化主題報告、Vlog製作、角色扮演與中文劇本創作等教學活動，並搭配書法、棋藝、音樂與桌遊等文化體驗，營造具互動性與創造力的學習環境。透過結合語言學習與文化內涵，引導學生從實作中提升語言運用能力，並培養對華語文化的理解與興趣。期末學生回饋顯示，多數學生肯定本課程突破以往以考試為主的學習模式，認為多元且具挑戰性的任務設計能有效提升學習動機與參與度，並在聽、說、讀、寫各方面皆有明顯進步。原先僅以修課為目的的學生，亦逐漸體會華語學習的深度與實用價值。整體而言，本次外派教學計畫已達成預期教學與交流目標，不僅有效提升學生華語能力與文化認知，也促進教師在跨文化教學與課程設計上的專業成長，具備良好之執行成效與延續發展價值。

This overseas teaching assignment was carried out under the National Chung Hsing University Mandarin Education Program. From January to May 2025, the instructor was dispatched to the College of Staten Island, City University of New York, to teach the CHN 213 Mandarin course, with the objectives of promoting overseas Mandarin education, strengthening cultural exchange, and enhancing professional teaching practice. The enrolled students were primarily heritage Chinese learners who grew up in the United States. While they generally demonstrated strong listening and speaking skills in Mandarin, their reading and writing abilities were comparatively weaker. In response to these learning needs, the course content was adjusted based on the original textbook, with an increased emphasis on reading, writing, and integrated language use. During the course implementation, instruction was designed around task-based and diversified learning activities. These included reading and creative writing exercises, cultural presentation projects, Vlog production, role-playing activities, and Chinese script writing. In addition, cultural experiences such as calligraphy, traditional board games, music, and tabletop games were incorporated to create an interactive and creative learning environment. By integrating language learning with cultural content, students were guided to improve their practical language skills while developing a deeper understanding and appreciation of Mandarin and Chinese culture. End-of-semester student feedback indicated that most students recognized the course as a departure from traditional exam-oriented learning models. They noted that the diverse and challenging task-based activities effectively enhanced their learning motivation and engagement, leading to noticeable improvements in listening, speaking, reading, and writing skills. Students who initially enrolled solely for credit fulfillment gradually came to appreciate the depth and practical value of Mandarin language learning. Overall, this overseas teaching program successfully achieved its intended instructional and exchange objectives. It not only effectively enhanced students' Mandarin proficiency and cultural awareness but also contributed to the instructor's professional growth in cross-cultural teaching and curriculum design, demonstrating strong implementation outcomes and potential for sustainable development.