在過去幾十年的時間，西方國家逐漸興起華文熱。拉丁美洲則到2000年代才漸漸開始看到越來越多的華語課程，因此如今華語教學在此地區仍處於一個不斷變化的階段。在阿根廷，由於華語教師以及華語教材的需求日益增長，當地的華語教師經常必須自備教材或是遷就於不適合的教材。筆者在阿根廷實際從事過華語職業教師數年，於此時期內發現當地使用的對外華語教學教材之理念與教學的實際做法之間存在明顯的差異性。筆者在教學中發現阿根廷學習者具有獨特的語言學習需求與習慣，因此教學法應該迎合學習者的特色與需求。如今阿根廷的華語教學界裡所面臨的問題涉及以下三方面：一是要如何滿足學員的需求、再者是要如何迎合當地學員的語言學習習慣與當地華語教師所使用的教學法、三是要如何突破教目前所使用的教材之無相關性和無效性。目前阿根廷的華語學習者所使用的教材中，有一半是以英語編寫，主要對象是以英語為母語者。另一半是來自中華人民共和國，並以西班牙文編寫的教材。在2009年間，當地的教師出版了一本號稱針對拉丁美洲華語學習者所寫得教材，但是本教材在教學品質及內容相關性皆有缺失。雖然這些教材在阿根廷被廣泛使用，然而對於當地學習者而言卻稱不上是最理想的教材。阿根廷目前所使用的教材主要的缺失，首先在於議題和語言內容與學習者的生活毫無相關。再者，此類教材的設計與教學法不符合當地學習者的需求。最後，教材所採用的練習題無法激勵學習者的思考和溝通能力。本研究的目的為初步分析阿根廷目前所使用的華語教材，並探討其實用性(或有效性)及相關性。藉由了解學習者的需求和當地教師們對於教材的意見，筆者將提出較有效的教學法和相稱的教材。本論文結合了筆者本人在阿根廷教學的實務經驗和當地學習者之意見。在經過教材分析後，筆者以最適合當地華語學習者的溝通教學法(特別採用溝通性教學法)設計出一個課程單元教案，希冀能提升往後西班牙語為母語者的華語學習效果，並對推動區域化華語文教材的編制能有些許貢獻。 / In the past decade, most countries of the Western hemisphere witnessed the surge of the “Chinese Language Fever”. Such a wave arrived in Latin America in mid 2000, with the emergence of Chinese language courses. At present, the teaching of Chinese as a foreign language in this part of the world is still at an early stage of development. In Argentina, the need for qualified Chinese teachers as well as adequate teaching materials is nowadays most urgent, as local teachers find themselves having to adjust to available teaching materials, or in need of preparing additional teaching material to compensate for the shortcomings of currently used course books. During my years as a teacher of Chinese in Argentina, I realized that the underpinnings of the Chinese pedagogical materials are in stark contrast with the practices in the actual classroom. Through my teaching it became apparent that Argentine learners possess distinctive language learning habits and needs, which had to be catered for by means of a suitable teaching methodology. In order to improve the current situation, teachers of Chinese in Argentina must seriously address the following three questions: How should learners’ needs be addressed? How should we reconcile the discrepancy between teaching methodologies and students’ language learning habits? And lastly, how should we reconcile the lack of relevance and effectiveness of Chinese teaching materials? At the moment, half of the materials used by local learners are written in English, i.e. with an English speaking learner in mind. The other half is published in the People’s Republic of China with explanations and instructions written in Spanish. Although circa 2009 a book published by local teachers emerged claiming to be designed specifically for the Latin American learner, the pedagogical quality and relevance of the content are highly questionable. Although these materials are widely used in Argentina, they are far from being ideal for the local learner. The main flaws of Chinese teaching materials currently used in Argentina are namely, the lack of relevance of the themes and linguistic content with respect to the learner’s world experience, and last, but not least, the failure of the practice activities to encourage significant intellectual processes and the development of communicational skills. The aim of this research is, therefore, to analyze the pedagogical materials currently in use in Argentina, in order to evaluate their effectiveness and relevance. In view of the needs revealed by local learners and the opinions of Chinese teachers in said country, I intend to propose a more adequate methodology, as well as a set of sample materials. Thus the present paper is the result of my personal experience as a teacher of Chinese in Argentina and the integration of the opinions of local Chinese language learners. After having analyzed the materials currently available, I will present a set of sample materials, in the hope that it will contribute to the improvement of the quality of the Chinese learning process for Spanish speakers, as well as to promote the future development of localized Chinese teaching materials.

本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。 本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下： 1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。 2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。 3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。 4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。 整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。 / The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers. The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research. Based on the findings of the present study, four crucial points were concluded as suggested. 1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers. 2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more. 3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price. 4. However, no significant differences were found between senior teachers and young teachers. Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.

臺灣華德福教育乃四一○教育改革浪潮之一環，宜蘭慈心華德福首先發展為K-12之完全學校，具指標意義。本研究為具自傳性、反思取徑之課程行動研究，帶有民族誌色彩。研究目的在以華語文課程為範疇，敘說慈心華德福中小學課程實踐暨轉化歷程，呈現華德福學校語文課程與教學，構思課程系統圖像，探究教師圖像與學校圖像。 　　本研究採參與觀察法、訪談法、文獻分析與自我研究法，由學校工作小組既有資料與研究我的反思書寫，採擷同仁觀點，形成「公開知識」、「我觀點」與「他者觀點」之理解視角。藉由實踐者即研究者的立場，研究者透過「敘說」交織兩條軸線，其一，基於行動研究之經驗基礎，本研究為「教學我」之教學敘說反思與華德福教育之「課程理解」與「課程轉化」；其二，本研究為個案研究，場域為「研究我」服務之慈心華德福學校，聚焦「人智學」（Anthroposophy）啟迪下之華語文課程發展與實踐，及其中浮現之課程系統圖像。 　　研究發現﹕華德福語文課程於小學主要表現為口述故事、肢體與韻律活動、藝術活動等，以之進行教與學；中學著重語文的功能、現實性與規則，亦注重傳記、歷史故事與青少年發展之關係；高中階段與各門知識形成綜合文化學習與自我探究。就主課程而言，人智學啟迪之華語文課程系統圖像：「夢境」（一至五年級：童話、神話）、「真實」（六至八年級：文法：形式之現實；歷史：內容之現實）、「詩與思」（九至十二年級：詩的歷史理解、詩與哲學）。就學習者，透過主體與世界之互動，可開採出「旅程」隱喻：在世界中尋求自我；由自我走向世界。十二年一貫統整課程實為學習者的「永恆樂園」，各個主課程都是一面世界之窗，個體之小宇宙與意識進化史之大宇宙呼應，可理解為「天人合一」，整體課程由小學至高中呈U型對映浮現學習者「聖盃」圖像；研究者推導華德福之語文觀，「人」不同於其他物種，「個人自成一類」，導出人必發展屬己的獨一無二之語言。教師由個人學習旅程之「英雄」，變衍為課堂中捨身之「基督」或「佛陀」；語文教師探索外在與內面世界，為透過創作分享眾生的「吟遊詩人」。慈心學校課程演化之經驗可以「西遊記」為隱喻。慈心學校發展由美感團體朝向求真團體。 研究結果有助於理解人智學如何形塑華德福課程與教學踐行。研究顯示，統整課程之理解為教學統整重要基礎，教育實踐的究竟思考引領教師成長並為課程理解基礎。社群互動與共好的文化氛圍為課程發展基礎。華德福華語文課程在地轉化應持續關注教育本質、自我認同與對華語文之理解的內在辯證。 / Waldorf education in Taiwan is one of the influence and result of the 410 Education Reform (四一０教改). Ci-Xin Waldorf School in Yilan is the first to develop into a K-12 complete school system, which is a significant achievement. This study is an ethnography-like action research combining also autobiographical and reflective approach. The purpose of this study is to narrate the process and practice of curriculum delivery and transformation in Ci-Xin, to demonstrate the reality of language lessons and teaching in Waldorf School, to construct a systematic structure of language curriculum, and finally to study the ideal picture of being a teacher and of a school. 　　The methods that are applied in this study include participative observation, interview, documentation analysis, and reflection on personal experiences. With data from working groups in Ci-Xin School, my own reflective writings, and the opinions contributed by my colleagues, there are three points of views formed, which are "public knowledge", "my viewpoints" and "others' viewpoints". As the researcher is also a practitioner, two themes are formed through "narration". Firstly, based on action research, the study consists of the researcher’s narrative reflection of his own teaching and of the understanding and internalization of Waldorf curriculum. Secondly, as the thesis is essentially a case study of CiXin Waldorf School where the researcher works at, it concentrates on the Chinese language curriculum development and practice under Anthroposophy ideas and the emerging picture of curriculum system. 　　The conclusions are as following. Under Waldorf pedagogical ideas, language teaching and learning in primary school focus on oral stories, movements, rhythmic activities, and artistic exercises. In middle school, the emphasis is on the functionality, actuality, and rules of language. The relationship between biographies, historical stories and adolescence development is another importance. In high school, Chinese language courses together with other subjects and knowledges are integrated and synthesized into wide-ranged cultural learning and self-exploration experience. In terms of main lesson in Chinese language area, "Dream" is the main them for grades 1 to 5 to allow the children to immerse themselves in abundant fairy tales and myths. "Reality" is the focus for grades 6 to 8. Pupils at this stage learn a lot of grammar which represents the forms of the reality, and history which is the content of the reality. For grades 9 to 12, “Poetry and Thought” is the major learning in which the young people have a glance at the history of poems and of poetry and philosophy. As to learners’ experience, through the interaction between the subject and the world, they may grasp the metaphor of "journey", that is, to seek their own egos in the world and to explore the world through stepping out of themselves. The 12-year curriculum is the ''eternal paradise'' for learners. Each main lesson is ''a window to the world''. The inner world (microcosms) of each individuals and the universe of consciousness evolution are interweaving, which can be understood as "the unity of man and nature". The whole curriculum from primary to high school forms a picture of U-shape which reflects the "holy grail" experience of the learners. The concept of language teaching in Waldorf education as deduced from the research is that "Humans" are different from other species; "Each individual is a separate category" and therefore will develop his or her own unique language. A teacher originally is the "hero" in his or her own journey of learning and then transforms him/herself into "Christ" or "Buddha" who gives out him/herself in the class. A language teacher explores the outer and inner worlds and becomes a "bard" through sharing his or her creation on the way. The story of “Monkey King” can be a metaphor to demonstrate the evolution of language curriculum in Ci-Xin Waldorf school. This school is developed from an aesthetic community towards a community of truth seeking. 　　The result of this research helps to clarify how Anthroposophy shapes the curriculum and teaching practice in Waldorf education. It shows that the overall understanding of Waldorf curriculum forms the grounded foundation of teaching integration. And the philosophical thinking towards the nature of education guides the teachers’ self-development and understanding of the curriculum. Healthy community interaction and cultural atmosphere towards ''common good'' are the pillars of curriculum development. To support the contextualization of Chinese language courses in Waldorf education, we shall relentlessly pay attention to the intrinsic dialectic in the thinking about the nature of education, the formation of self-identity, and the understanding of chinese language.