“Chinese-Learning” is all the rage over the world, but how are Chinese teachers able to offer the courses which fit the Chinese-learners’ requirement is a theme for discussion. Most of the Chinese-learners are highly interested in, and embrace learning Chinese culture and language, but their Chinese-language abilities and the Chinese language courses they have found often become an obstruction and restraint which impedes their fervent aspiration. Cheng-Tang (2000) proposed to the core of cultural curriculum design that “Culture course has its unique needs. Language courses cannot be replaced with Cultural courses, and Cultural course design has to conform to the learners’ needs”. The researcher has given out 100 surveys and has collected 89 from domestic foreigners. The results show that 71.9% of the surveyed people are highly interested in “Chinese Cultural Curriculum-Wing Chun Kuen” and would like to join the curriculum which is based on “Self-defense”, “Health”, “The Interest to Chinese Culture” and “Personal Interests”.
The study traced back to the history of Chinese Martial Art Wing Chun Kuen, including its content and the development, and continued with the researching of Wing Chun Kuen study worldwide. The result of the researching is, because Wing Chun Kuen has a low condition demand on the body, it has made it become the biggest global Chinese Martial Art Organization. It has proceeding 192 countries and 7 entity political organizations. This study had also interviewed 3 foreign Wing Chun Kuen experts about their learning experiences and suggestions of teaching it, to integrate learners’ needs and design the Chinese Martial Art Wing Chun Kuen Curriculum.
The ultimate purpose of the study is to construct a reference project to Chinese teaching field and have the Chinese learners immerse in a fancy curriculum which assents to their needs.
