課程大綱 Syllabus of the course

課程名稱 TUSA 中初階華語

Course Name Chinese for TUSA at an Intermediate low level
課堂內教學：大班講授，小組學習，自主學習
Classroom teaching: lecture, group learning, self-directed learning
授課方式
課堂外教學：任務學習，一對一學習，服務學習，體驗學習 (文化參訪，文化選修課，比賽，接待家庭)
Pedagogies
Outdoor teaching: task-based learning, one-on-one learning with language specialists or language partner, service learning, experience learning
(cultural excursion, culture-related electives, competition, host family)
開課老師 姓名 name 諮詢時間 Office Hour 電郵 email
Instructors 鐘英昭 zhungzhao@outlook.com
開課年級
Class Of The T4
Course
行政支援 行政助理 Administrative Assistant 連絡電話 Phone 電郵 email
Administrative
華語中心行政辦公室 06-274-0715 em52040@email.ncku.edu.tw
Support
星期一至星期五 Monday-Friday
10:00-12:00 課堂內教學 Classroom teaching
上課時間 14:00-17:00 課堂外教學：任務學習，一對一學習，文化選修 Out-of-classroom teaching: One-on-one learning, task-based learning, and
Class Time electives
星期六至星期日 Saturday-Sunday
08:00-19:00 體驗學習與服務學習 Experience learning and service learning
上課地點 華語中心
Location Chinese Language Center

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 本課程為沉浸式教學課程，於學習間結合溝通式教學、任務導向教學策略及彈性教學編組，針對學生具備 ACTFL Novice-high 之
華語程度之學生而設計。學習者能於課程中，累計習得生詞詞彙量 307 條生詞詞彙量及 42 個語法點，能有效運用於語言聽、說、讀、
寫四項技能中。達到由 ACTFL Intermediate Low 以上或接近乎 Intermediate mid 的程度。

This immersive teaching course combines a communicative teaching, task-oriented teaching strategy, and flexible teaching methods to
design a course for students with ACTFL Novice-high Chinese language. Learners will learn 307 new vocabulary words and 42 grammar points,
which can be effectively applied to four skills: listening, speaking, reading and writing. They will reach the ACTFL standard of Intermediate Low
or close to the Intermediate-mid level.

參照 ACTFL(美國外語教學委員會)外語指標作為依據，旨在培養以中文作為第二外語之初級學習者(Intermediate Low)，能以三種
溝通模式：「交流溝通模式-Interpersonal mode」、「詮釋理解模式-Interpretive mode」、「表現呈現模式-Presentational mode」。

Based on the ACTFL (American Foreign Language Teaching Committee) foreign language index, its aim is to cultivate the intermediate
課程目標
learner (Chinese) as the second foreign language. The course achieves this through three modes: "Interpersonal mode" and "interpretative mode".
Goal Of The
Course - Interpretive mode", "Expression presentation mode - Presentation mode".

課程中將訓練學生以華語思考，且自然地運用詞彙達到成段溝通表達之能力(communication)。並透過比較讓學生了解差異
(Comparison)，進而運用於專業中(connection)，應對進退得宜。而課堂外安排體驗學習以及服務學習等課程，使學生能親自體驗台灣
文化(culture)、認識本地社區生活(community)。學習過後，使學生能藉由人際溝通(interpersonal communication)，詮釋
(interpretation)，與報告(presentation)有效了解華語的使用，進行跨文化的比較學習，且能融會貫通，掌握溝通的技巧。

The course will train students to think in Chinese and naturally use vocabulary to achieve communication. Furthermore through comparison,
let students understand the difference (Comparison), and then apply to the professional (connection) sector. Learners would know how to respond
to situations appropriately by advancing and retreating. Courses such as experiential learning and service learning are arranged outside the
classroom so that students can experience Taiwanese culture and understand the local community. After the study, students can communicate
through interpersonal communication, interpretation, and presentation to effectively understand the use of Chinese, conduct cross-cultural
comparative learning, and integrate and master communication skills.

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 根據全方位課程設計原則(Universal design for learning，UDL)，透過多元(採訪、團體合作學習、體驗學習、比較學習和互動學
習)、多層次的教學法培養學習者具備近乎進階級(ACTFL Intermediate mid)的語言能力：

According to the Universal Design for Learning (UDL), through the diversity (interview, group cooperative learning, experiential learning,
comparative learning and interactive learning), multi-level teaching methods to train learners to attain almost Intermediate Mid-level (ACTFL
Intermediate) Mid) language ability:

聽 在基本的個人及社交場合中，在自己熟悉或與日常生活相關的主題對話裡，能一次一句慢慢聽懂一定句長中的部分資訊，此
類對話的詞彙通常是簡高頻的，內容簡單但不連貫。至於口頭文本部分，該程度的學習者幾乎或完全聽不懂。
In basic personal and social situations, you can slowly understand some of the information in a certain sentence length in a topic
dialogue that you are familiar with or related to daily life. The vocabulary of such a dialogue is usually simple and of high frequency.
Simple but incoherent. As for the oral text, to the learner at this level, is almost or completely incomprehensible.
說 敘述個人背景或日常生活中熟悉且每日例行性事務時，能將已知或接收的訊息組合，自行重組後能自說出簡短的陳述或回應
對方的話題，所使用的句子可能彼此互不相連或不連貫，但能表達自己的意思，以應對不複雜或有限句長的對話任務。
該程度學習回答生存所必需的對話中的直接問題，或進行簡單的提問，但講話時，可能會有頻繁的停頓、無效的重新敘述或
自我更正，且他們的發音、語法和詞彙，極大的可能受到母語的影響。
When describing a personal background or familiar daily routine in daily life, you can combine known or received messages,
reorganize yourself, and then self-report a short statement or respond to the other's topic. The sentences used may be mutually
exclusive. Unconnected or incoherent, but can express their own meaning in order to deal with dialogue tasks that are not complicated
or limited in length.
This level learners can answer direct questions in the dialogue necessary for survival, or to make simple questions, but when speaking,
there may be frequent pauses, invalid restatements or self-corrections, and their pronunciation, grammar and vocabulary are extremely
May be affected by the mother tongue.
讀 能從涉及個人或社會需求的簡單文本中理解部分內容，文本的內容為可預測的且結構較為鬆散，所使用的連接詞並不多，基
本由單句或含有高頻詞所組成的一連串句所組成，但於閱讀時，仍然容易出現誤解。
Some parts can be understood from simple texts involving personal or social needs and when the content of the text is predictable and
loosely structured. There are not many connected words, basically a single sentence or a series of sentences containing high-frequency
words. Composition, but when reading, it is still prone to misunderstanding.
寫 根據熟悉的材料與話題，運用本課程所學之生詞與語法，進行適當的排列組合，寫出陳述性的句子及列出相關問題。文章的
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 主題侷限於預測性高或與個人訊息相關的內容，所使用的時態多為現在式，生詞能清楚表達學習者的意思，選詞、語法與標
點符號的使用上，可能會出現錯誤，且結構經常重複。
According to the familiar materials and topics, use the new words and grammar learned in this course, make appropriate arrangements,
write declarative sentences and list related issues. The subject of the article is limited to content that is highly predictive or related to
personal information. The tenses used are mostly current, the new words can clearly express the meaning of the learner, and the use of
words, grammar and punctuation may cause errors. And the structure is often repeated.
根據全方位課程設計原則(Universal design for learning，UDL)，透過多元(採訪、團體合作學習、體驗學習、比較學習和互動學習)、多
層次的教學法培養學習者以下能力：According to the Universal Design for Learning (UDL), the following skills are cultivated through
multiple (interview, group cooperative learning, experiential learning, comparative learning and interactive learning) and multi-level teaching
methods:

Communication  學習者能主動引發對話，提供所獲得訊息。於溝通中產生問題時，能重新調整並採用不同的溝通模式，進
(溝通運用) 行交流，亦能應用相關資源和方法持續並完成對話。Learners can initiate conversations and provide the
information they receive. When problems arise in communication, you can re-adjust and adopt different
communication modes to communicate, and you can apply relevant resources and methods to continue and complete
the dialogue.
Cultures  學習者能掌握目標語的大 C 文化和小 C 文化，前者包含民俗節慶、後者可表現在每課的文化（bits of
(文化體認) Chinese Culture）內容，讓學生了解台灣社會生活習慣、語言現象等，並能在理解文化後得體地以多個連續
性句子進行語言表達。 Learners can master the big C culture and small C culture of the target language. The
former includes folk festivals, and the latter can be expressed in the content of each culture, so that students can
understand Taiwan social living habits, language phenomena, etc. It is possible to express language in multiple
consecutive sentences after understanding the culture.
Connections  能直接以華語進行思考，以所學語言，以段落式文體進行相關領域知識的描述。You can think directly in
(融會貫通) Chinese, and use the language you have learned to describe the relevant fields in a paragraph style.
Comparisons  進行母語及華語的比較，促進對語言和文化本質的了解，並能自由轉換與運用正式與非正式之語言表達。
(比較特質) Compare native language with Chinese to promote understanding of the nature of language and culture, and to
freely convert and use formal and informal language expressions.
Communities  將所學之語言知識用於規劃並執行採訪與問卷調查等社區活動，將語言和文化知識融入生活中.Use the
(社區實用) language knowledge you have learned to plan and execute community activities such as interviews and
questionnaires, and integrate language and cultural knowledge into your life.
一、核心課程
教學內容
共有 7 個主題：理想居住環境、環境保護、運動與休閒生活、地方特色、飲食文化、旅行規劃與紀錄、健康飲食；將學會 307 個

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Course Focus/ 生詞，還有 42 個語法。
為求培養學生主動說出中文的習慣並提升其學習的成就感，課堂上以聽說為主，讀寫為輔，學生不僅須回答教師之提問，也將與
Contents
其他同學互相合作討論，換言之，每課教師皆會在課堂上提出與該課相關的問題或要求學生回答，或讓學生自行思索，模仿老師提
問，進行小組討論或是合作介紹，培養學生陳述、討論、辨析的能力。並安排角色扮演，讓學生能透過與他人合作設計角色對話來達
到熟悉使用中文的目的，並且應與主題相關之生詞，藉由一對一採訪、團體合作學習、體驗學習、比較學習，還有互動學習，完成口
頭或書面報告。大致可分為 6 面：設計問題、溝通討論、蒐集資料、整理分析、發表評論、書面表達。
First, the core curriculum
There are 7 themes: ideal living environment, environmental protection, sports and leisure life, local characteristics, food culture, travel
planning and records, healthy eating; 307 new words will be learned, and 42 grammars will be learned.
In order to train students to actively speak Chinese habits and enhance their sense of achievement in learning, the classroom is mainly based
on listening and speaking, supplemented by reading and writing. Students not only have to answer questions from teachers, but also cooperate
with other students to discuss, in other words, Each class will ask questions related to the class in the class or ask the students to answer, or let the
students think for themselves, imitate the teacher's questions, conduct group discussions or collaborative introductions, and develop students'
ability to present, discuss, and analyze. And arrange role-playing, so that students can cooperate with others to design role dialogues to achieve
the purpose of familiar use of Chinese, and should be related to the theme of the new words, through one-on-one interviews, group cooperative
learning, experiential learning, comparative learning, and Interactive learning, complete oral or written reports. It can be roughly divided into 6
aspects: design issues, communication discussions, collecting materials, organizing analysis, commenting, and writing.
在溝通的過程中，為了能使學生快速地掌握語法架構，老師將給予大量情境並要求學生以語法進行練習。但因每日上課時間有
限，因此設計課後作業及報告，要求學生在課堂外自主學習，並與台灣人對談了解台灣本地之生活及文化。
In the process of communication, in order to enable students to quickly master the grammatical structure, the teacher will give a large
number of situations and ask students to practice with grammar. However, due to the limited daily class time, the homework assignments and
reports are designed to require students to study independently outside the classroom and to talk to Taiwanese about the local life and culture of
Taiwan.
二、隐藏課程
針對每位學生個別化之差異，本中心安排了每週 3 小時的一對一輔導，針對學生薄弱或不理解的方面加強輔導，並透過大量的對
話訓練學生的聽說能力，了解台灣當地文化，除了語言課輔，每位學生也將會有一位語言交換夥伴，協助學生適應台灣生活，並在日
常對話中進行交流。
為使學生更加了解台灣文化，除了課堂上之語言教學，也安排了文化課程(國畫、美食實作、茶道、中醫)以及參訪行程，學生不

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 僅能親自體驗台灣文化，也能藉由活動設計，使學生能將所學之語言知識融入其中，達到寓教於學之目的。有鑑於國與國之間的界線
越來越模糊，在這 8 週的時間除了學習語言，透過體驗當地生活，期許學生能超越地理以及政治之限制，認同台灣，深入參與台灣當
地居民之生活。
為建立學生之全球公民意識，規劃社區服務與體驗學習，期望能引發學生討論全球議題與跨文化之異同，以此培養學生全球公民的
視野。藉由三次的文化參訪行程(台南/屏東/台北)體驗觀察各地的不同，並於在台期間蒐集資料，了解城鄉差距造成的衝擊和影響、當
代環境與生態保護的挑戰以及多元族群和跨文化的異同，透過實地參訪與台灣人接觸對談中，發現問題並和他人討論，將自己視為全
球社區中的一員，設想解決辦法，展現世界的公民責任。
Second, hidden courses
In response to the individualized differences between each student, the Center arranges one-on-one tutoring three hours a week to strengthen
tutoring for students' weak or incomprehensible aspects, and to train students' listening and speaking skills through a large number of dialogues to
understand Taiwan's local culture. In addition to language classes, each student will also have a language exchange partner to help students adapt
to life in Taiwan and communicate in daily conversations.
In order to make students more aware of Taiwanese culture, in addition to the language teaching in the classroom, cultural courses (Chinese
painting, food production, Tea Ceremony, Chinese medicine) and visits are arranged. Students can not only experience Taiwanese culture in
person, but also participate in activities. Design, so that students can integrate the language knowledge they have learned into the purpose of
learning and learning. In view of the increasingly blurred borders between countries, in addition to learning the language during the 8 weeks,
students are expected to transcend geographical and political constraints, identify Taiwan, and participate deeply in the lives of local residents in
Taiwan.
In order to build a global citizenship awareness of students, planning community service and experiential learning have led to the discussion
of global issues and cross-cultural issues in order to cultivate students' global citizenship vision. Through the three cultural excursions
(Tainan/Pingtung/Taipei), students can discover the characteristics of each place. Students will also collect information during their stay in
Taiwan to understand the impact of rural-urban divide, the challenge of environment sustainability, and the differences between people from
various backgrounds. Through interviews with local residents in the field, discover problems and discuss with others, and be a member of the
global community, imagine solutions and showcase Civic responsibility of the world.
學習目的 參照 ACTEL 能力指標，達 Intermediate Low 語言程度之華語學習者，於表達(口語、書面)、理解(聽覺、視覺、視聽)、互動(口語、寫
作)、轉述(口語、書面)上須具備幾項能力指標：
Learning
According to the ACTEL Competency Indicators for Chinese language learners of Intermediate Low language level, learners must exhibit several
Objectives
items in expression (speaking, writing), understanding (auditory, visual, audiovisual), interaction (speaking, writing), retelling (spoken, written).

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 Capability indicators are:
1. 藉由倒垃圾、別人家作客、從事台灣特別的休閒運動、做台灣料理明白當地特有的文化內涵、習俗，並能於不同場合，得體的應對
進退，並於發生衝突時作出適當且得體的處理。
Can understand the connotations of dumping garbage, other people's homes, special leisure sports in Taiwan, and making Taiwanese cuisines,
customs of the localities, and respond appropriately to advances and retreats on different occasions, and act appropriately in the event of
conflicts.
2. 對於喜歡的休閒活動、景點、飲食習慣、做菜方法能以完整且有組織的方式介紹、說明、轉述。當與其他人有不同想法時，也能
表達自己的意見，說服他人。
Can introduce, explain and describe in a complete and organized way leisure activities, attractions, eating habits and cooking methods that you
like. When you have different ideas from other people, you can express your opinions and convince others.
3. 能以旅行經驗與規劃、理想的居住環境、提倡環境保護議題、個人飲食習慣敘述個人經驗、想法、並對於未來的希望及抱負提出理
由、說明及計畫。
Can provide personal reasons, ideas, and hopes, explanations, and plans for future hopes and ambitions based on travel experience and
planning, ideal living environment, advocating environmental protection issues, and personal eating habits.
4. 就居住環境、環境保護、休閒運動、風景、飲食習慣等活動能透過比較，進而分析台灣與美國文化異同處。
In terms of living environment, environmental protection, leisure sports, scenery, eating habits and other activities, learners can analyze the
similarities and differences between Taiwan and American culture.
5. 在課堂上與同學們共同學習國際議題，交流不同文化，能了解並口述文化的差異性及多樣性，例如隱喻與禁忌，以培養宏觀的國際
視野。
Study international issues with classmates in class, exchange different cultures, understand and narrate cultural differences and diversity, such
as metaphors and taboos, to cultivate a macro international perspective.
1. 平時分數 70%
(報告 5%、出席率 10%、上課態度 10%、期中考 10%、作業+小考 15%、服務學習+文化體驗 20%)
評量方式 2. 期末考 30%
(筆試 18%、口試 12%)
Assessment
1. Continuous assessment 70%
(Report 5%, attendance:10%, class attitude:10%, mid-term exam: 10%, homework+quizzes: 15%, service learning+culture experiences:
20%)

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 2. End of term exam: 30% (Written exam: 18%, oral exam:12%)
1. 平時分數：以 0~100 評分，60 分為及格, Continuous assessment: scored from 0 to 100, 60 points as a pass
評分標準 2. 期末分數：以 0~100 評分，60 分為及格, Final exam score: scored from 0 to 100, 60 points as a pass
聽、說、讀、寫、聲調發音、字彙語法：以 A~E 評分, Listen, speak, read, write, tone pronunciation, vocabulary grammar: scored
Grading
by A~E
Criteria
[優 Excellent (E, 90-100);良 Good (G, 80-89); 好 Satisfactory (S, 70-79); 通過 Pass (P, 60-69); 未通過 Fail (F, 59 以下, below
59)]
1. 上課請說中文 Please speak Chinese during class.
課室規範 2. 上課前得完成預習準備 Please prepare for class before class.
Class Policy 3. 作業及報告請準時繳交 Please submit your assignment within the specified time.
4. 不可以遲到早退，請假須事先告知老師 Do not be late for class. If you wish to take leave please inform the teacher first.
主題/內容 語法/字彙 課堂內教學 課室外教學
Topics/Content Grammar / Classroom teaching Out-of-classroom teaching
Vocabular
大班講授 Lecture (L) 任務學習 一對一學習 體驗學習 服務學
y
小組學習 Group learning Task-based One-on-one Experience 習
(G) learning Learning Learning Service
自主學習 Self-directed learning
learning (S)
課程表 1. 新生訓練 S：台灣與美國課程開始流程
Schedule 準 New student orientation 之異同
備 2. 始業式 Differences between the
週 Commencement courses in Taiwan and USA
ceremony
L6 語法 5 個 L：詞彙、語法與課文 1. 簡介理 6/15 台南一日遊 6/27-29
我打算搬到學校附近 Grammar: Vocabulary, grammar and texts 想租屋環境 6/15 Tainan One- 屏東參
1 能談論居住環境以及租 5 G: 2. 製作租 Day Tour 訪
房相關話題 詞彙 48 屋廣告 6/27-29
I plan to move to the 個 Pingtung
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 school. Vocabular 1. 討論現在居住環境如 1. 3-day
I can talk about the living y: 48 何，理想中的居住環境又是 Introduction Tour
environment and topics 如何 to the ideal
related to renting. 2. 比較美台租屋情形異同 rental
1. Discuss how the living environment
environment is now, what the 2. Making a
ideal living environment was. rental
2. Compare the similarities and advertisemen
differences between the US t
and Taiwan rental housing
environments
語法 5 個 L：詞彙、語法與課文 製作環境保
L7 詞彙 42 Vocabulary, grammar and texts 護之海報
垃圾車來了 個 G： Making
能就實際情形說出垃圾 Grammar: 1. 各城市關於垃圾處理的 environmenta
處理的規定，並比較台 5 規定，並與台灣相比，優缺 l protection
美之異同 Vocabular 點為何 posters
Garbage truck is coming y: 42 2. 討論垃圾島的成因及帶
Can tell the regulations 來之影響
2
on garbage disposal in 1. What are the advantages and
the actual situation, and disadvantages of the
compare the similarities regulations on garbage disposal
and differences between in cities and compared with
Taiwan and the United Taiwan?
States. 2. Discuss the causes and
effects of garbage islands

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 語法 8 個 L：詞彙、語法與課文 介紹一種運 7/2 文化課-茶道
L8
詞彙 36 Vocabulary, grammar and texts 動或休閒活 Cultural Class-Tea
學功夫
個 G： 動 Ceremony
能與他人談論自己的喜
Grammar: 1. 分享自己的興趣 Introduce the
3 好
8 2. 談論運動的好壞 class a kind
Kung Fu
Vocab: 36 1. Share your interests of exercise or
Can talk to others about
2. Talk about the advantages of leisure
their preferences
doing sports activity
語法 6 個 L：詞彙、語法與課文 為自己規劃 7/5-7 接待家庭
L9 詞彙 43 Vocabulary, grammar and texts 至台北之行 Host Family
那個城市好漂亮 個 G： 程 Plan your
能敘述旅行中難忘的經 Grammar: 1. 分享現居城市的特色 trip to Taipei
驗，並比較兩個地方不 6 2. 比較城鄉差異，並說明偏 for yourself
同的地方 Vocab: 43 好定居在何處
4
That city is so beautiful 1. Share the characteristics of
Can describe the the city you are living in
unforgettable experience 2. Compare urban and rural
of travel and compare differences and indicate
differences of two places preferences for the places to
live.
7/9 期中考(B2L6-9) Mid-term Exam (B2L6-9)
L10 語法 5 個 L：詞彙、語法與課文 1. 寫邀請信 7/9 文化課-美食
歡迎到我家來包餃子 詞彙 45 Vocabulary, grammar and texts 2. 介紹美食 體驗
能跟他人描述做菜的步 個 G： (含動機及作 7/12-14 台北參訪
5 驟，也能向他人介紹菜 Grammar: 1. 作客禮儀及送禮禁忌 法)
品 5 2. 喜歡及討厭的食物 1.Write an 7/9 Cultural Class-
Welcome to my house to Vocab: 45 1. Guest etiquette and gift taboo invitation Cuisine
make dumplings 2. Food that you like and hate. letter

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 Can describe the steps of 2. Introduce 7/12-14 Taipei 3-
cooking to others, and food day Tour
can also introduce dishes (including
to others. motivation
and method
of making the
dish)
L11 語法 7 個 L：詞彙、語法與課文 介紹某地的 7/23 文化課-中醫
台灣好玩的地方真多 詞彙 46 Vocabulary, grammar and texts 特色 Cultural Class-
能向他人描述旅行計 個 G： Introduce the Chinese Medicine
畫，並說清景點所在位 Grammar: 1. 分享來臺的旅行經驗 characteristic
置 7 2. 能說明如何計劃一場旅行 s of a place
6 There are so many places Vocab: 46 1. Share the travel experience
in Taiwan that are fun. in Taiwan
Can describe the travel 2. Can explain how to plan a
plan to others and explain trip
where the attraction is
located
語法 6 個 L：詞彙、語法與課文 如何吃才健
L12
詞彙 47 Vocabulary, grammar and texts 康
怎麼吃才健康
個 G： How to eat
能說明自己的飲食習
Grammar: 1. 討論自己的飲食習慣 healthy
慣，並介紹自己國家的
6 2. 分析吃素吃葷之異同及利
7 飲食文化
Vocab: 47 弊
How to eat is healthy
1. Discuss your eating habits
Can explain your eating
2. Analysis of the similarities
habits and introduce your
and differences between
country's food culture
vegetarians and meat eaters.

11
 語法 9 個 L：詞彙、語法與課文
L13
詞彙 44 Vocabulary, grammar and texts
我的手機掉了
個 G：
能說明東西不見的經
Grammar: 1. 分享物品遺失的經驗
驗，以及網路對生活的
9 2. 討論網路給現代社會帶來
影響
8 Vocab: 44 的好處及造成的影響
My cellphone is missing
1. Share any experiences about
Can talk about
losing stuffs
experiences of missing
2. Discuss the pros and cons of
stuffs and the influence of
Internet in the modern
Internet on life
society
S：
1. 台灣與美國課程結束流程
之異同
結
結業晚宴 2. 學會如何道別
束
End of course dinner 1. Similarities and differences
週
between the end of terms in
Taiwan and the US.
2. Learn how to say goodbye
人文素養之能力 Humanistic care
此課程相關之 成為全球公民的能力 Global citizen
核心能力 人際關係及溝通技巧之能力 Interpersonal communication
國際視野之能力 Global vision
華語知識之能力 Knowledge of Chinese Language
華語使用技能之能力 Skills of using Chinese
Competencies
自我及終身學習之能力 Self-directed lifelong learning
In The Course 以科學方法解決問題之能力 Problem solving
跨文化協商之能力 Cross-cultural negotiation

12
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