隨著漢語學習在全球範圍內逐漸升溫，國際漢語教師的培養成為了焦點。迫於全球疫情的蔓延，教師教育開始普遍採用線上教學的模式，然而關於國際漢語教師的線上教學研究十分缺乏。本研究以國際漢語教學專業研究生為物件，實施了關於任務型教學法的線上教學。研究收集了學生在Moodle 論壇上的反思和討論，運用文本挖掘（text-mining）技術提取出有意義的、具有代表性的資訊，展示了學生對任務型教學法的認知發展過程。基於研究結果，本文建議針對國際漢語教師的線上教學需要充分發揮資訊技術的能供性，為啟動教師先備知識、促進教師反思、合作討論以及知識建構創造條件。Since the widespread of learning Chinese in the global context, increasing attention has been paid to teacher education of Chinese as an international language (CIL). Due to the Covid-19 pandemic, online teaching mode has been widely employed in teacher education. However, a dearth of research has investigated the training of CIL teachers via online teaching mode. The study conducted online teacher training about task-based language teaching (TBLT) to master’s students of teaching CIL. The study applied the text mining technique to analyze the reflections and collaborative discussion that were generated by the students on the Moodle and extracted the meaningful and representative themes from the students’ written texts to demonstrate development in their understanding of TBLT. Based on the results, the study suggests that online teacher education should use technology to provide teachers with opportunities for reflecton, collaborative discussion and knowledge construction. Copyright © 2021 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

The study was conducted under the backdrop of the increasing demand of Mandarin-learning in Scotland and Hong Kong. Inspired by Gardner’s (2010) socio-educational model, this study is the first to compare students’ integrative motivation towards learning Mandarin under the two contexts. The data was obtained from a total of 132 secondary school students (54 from Hong Kong, and 78 from Scotland) through questionnaires. It also aimed to examine the robustness and culture-specific applicability of the model. Due to the geographical proximity and cultural similarity to Chinese, the integrativeness of non-Chinese speaking (NCS) students in Hong Kong is expected to be relatively higher compared to the students in Scotland. However, the results showed that NCS students displayed lower integrative motivation than students in Scotland. The significant difference we identified lay upon one of the constructs - fear of assimilation. This unexpected phenomenon could invite more in-depth studies on factors affecting integrative motivation in learning Mandarin.漢語作為第二語言的學習日益普及，無論是香港的非華語學生，或是全球的「漢語熱」，都顯示需求日益增長。本研究以Gardner（2010）的社會教育模式為理論基礎，比較了兩種語境下學生學習普通話的綜合動機。 是次研究的數據來自132 名中學生（54 名香港非華語學生，78 名蘇格蘭本地學生）的問卷調查結果。本研究還旨在了解社會教育模型在特定文化的適用性。由於香港地理上相鄰內地，文化亦相似，所以香港非華語學生的綜合性預期會比蘇格蘭的學生高。然而，結果卻顯示非華語學生的綜合動機較蘇格蘭學生為低。我們發現的顯著差異在於其中一個建構因素─對同化的恐懼。這個現象能讓我們對綜合動機及跨文化的因素進行更深入的研究。 Copyright © 2021 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

香港於2001年提出新的中小學課程架構，由「學習領域」、「共通能力」、「價值觀和態度」三部分組成，強調其間的融貫性與連結性，透過各學習領域發展跨域的共通能力，最終以正確的價值觀和良好的態度，達成全人發展的教育目的。「說話」是香港中國語文科學習範疇之一，本文探討《學習領域課程指引》及《建議學習重點》，可知說話能力、共通能力、價值觀和態度三者有其關連和統整性，課程內容具有素養精神。「說話」同時也是「全港性系統評估」的中文考科之一，考評項目有「看圖說故事」、「口頭報告」、「小組交談」或「小組討論」，並以素養為導向訂有清楚的審查準則。自小學一年級開始，教師循序漸進訓練學生的說話能力，具有明確的步驟與目標。整體而言，香港說話教學的內容與方法，已發展出完整的實施架構，可以做為臺灣推動素養導向說話教學的參考。Copyright ©2021 中華民國課程與教學學會.

本文為探究中港澳臺幼兒教育之多元文化圖像，透過課綱的文本與論述分析，理解其與社會脈絡之連結，且輔以批判視角，嘗試探究課綱中可見與不可見，與4地多元文化教育發展的各自論述。本文分析的文本為中國、香港、澳門與臺灣4地由官方正式公布，且目前使用中的學前課綱。研究結果發現，整體圖像共通性部分，呼應全球化的多元文化教育精神，宣稱不因各種文化背景產生學習偏見與落差的均等追求；其次，在社會領域呈現與多元文化相關的具體目標，豐富幼兒多元文化經驗，同時強調幼兒的自我認同；最後搭配統整與結合生活經驗的教學方法來實踐多元文化教育。在個別圖像獨特性部分，中國側重國族文化與國家團結之認同；香港強調多元族群背景共融的需求與具體作法；澳門凸顯在地與中國連結的文化論述；臺灣重視多元文化各類議題與性別平等意識。 Copyright ©2021 國家教育研究院.

This paper reports on our inquiry into how language teachers' identities relate to their efforts to teach intercultural communicative competence. In the study, we collected data through in-depth interviews with and observations of 16 Chinese language teachers in Hong Kong's international schools. The analysis revealed that the participants simultaneously embraced multiple professional and sociocultural identities related to intercultural communicative competence teaching. Specifically, the professional identities included a Chinese language teacher identity and a school staff member identity, while the sociocultural identity comprised a Chinese culture bearer identity, a multicultural identity, a cultural transmitter identity, a culture learner identity, and a cultural bridge identity. These identities were found to compete with or reinforce each other in mediating the participants' efforts in relation to teaching intercultural communicative competence; different identities were often associated with different understandings of and approaches to teaching intercultural communicative competence. The findings suggest that language teacher educators need to recognise teacher identities as an important pedagogical resource when preparing language teachers for teaching in cross-cultural contexts. Copyright ©2021 Routledge.