全球華語文學習熱潮與政策推動的加持，衍生出市場對於華語教學師資的潛在需求，但同時間，面對數位時代衍生的教學數位應用多元發展以及對岸孔子學院系統性輸出模式的衝擊，則讓台灣對華語文教師應具備的技能面向與門檻要求必須同步升級一併包括數位應用技能在內。惟有關融合科技應用進行華語文研究的數量比例仍相當有限，似無法有效回應前述變化脈絡。是以，為更系統化地理解協助培育台灣正規華語文師資的華語文教學系所，在兼顧跨領域能力養成的要件與現制下，對於科技融入課程的現況和人才培育的定位，本論文嘗試結合TPACK架構的概念，利用內容分析法，針對台灣14所提供碩士訓練的華語文教學系所，從課程規劃與系所發展兩個層次進行檢視科技融入之現況，據此進行詮釋與建議之研提。
研究結果發現，始自90年代開始發展且在00年代加速成長的台灣華語文相關教學系所，雖然有一定比例在整體發展特色或目標上會將科技融入之相關訴求納入，但是就既有課程規劃資訊的層次，華語文教學系所整體對於科技融入的佔比相對較少，但仍可依據各所在科技融入華語文教師教學培育的深度、投入與訴求將之分為四群；此外，對科技融入相對強調的相關系所，多是以一至四門選修課程的方式，讓多媒體、遠距教學和輔助教學等科技得以和教學方法或教學內容之內涵相結合，藉此形塑TCK與TPK甚或TPACK導向的訓練內涵。
The increasing trend worldwide of learning Chinese and the poli-cy-driven activi-ties fostered by the Taiwanese government have resulted in a high demand for Chinese teachers. However, the variety of tech-nology-enabled educative applications currently available in this digital era and the challenges implicated by the rapid expansion of Confucius Institutes have increased both the number and variety of skills required of Chinese teachers, which now include technology. Unfortunately, con-sidering that re-search on the link between technology integration and Chinese teaching is limited, it is difficult to grasp the current status of Chinese teacher training programs in terms of technology-empowered design and training content. To help bridge the aforementioned gap, this thesis analyzed 14 master programs of teaching Chinese as a second language in Taiwan based on the technological pedagogical content knowledge model through a content analysis approach. Both the course and program levels of each master’s pro-gram were investigated.
The results revealed that these programs were initiated in the 1990s and grew rapidly in the 2000s. Although a few emphasize the use of tech-nology in their content, less than 50% integrate technology into the course design. Four groups of students in master’s programs of teaching Chinese as a second language were identified based on the depth, breadth, and investment related to technology applications and skill training. In addition, the programs that did recognize the importance of integrating technology in teacher training tended to provide between one and four elected inter-related cours-es relevant to technology applications and mainly focused on technology application to multimedia, distance learning, and assisted learning technologies for pedagogy or teaching content.
