本課程旨在培養華語師資語言表達之準確度、流利度及得體性，以期達到具備「示範性」之華語語音能力。鑑於未來華語師資應能有效掌握語音教學技巧與語音糾錯策略，故而課程將透過生動且系統化的語音訓練，輔以語音教學理論之佐證，協助學習者進行自我語音評估，進一步鞏固其口語表達能力，同時，亦針對來自不同母語背景、以漢語作為第二語言之學習者，進行語音診斷與適性化之教學設計。
課程內容涵蓋華語聲母、韻母與聲調系統，著重發音要領、辨音訓練與常見偏誤辨析，探討語流音變（如變調、連讀、輕聲與兒化音）及其在口語交際中的語用功能。此外，課程亦將介紹拼音教學的策略與步驟，指導未來的華語師資設計適切的語音教學活動與評量方式。
本課程理論與實作並重，包含聽辨訓練、口語模仿、廣播員模擬與華語語音教學演練等實作內容。學習者將透過錄音、互評等方式進行自我語音監控。課程目標乃使學習者成為語音標準、教學專業，且能因應不同二語學習者需求進行差異化教學的合格華語師資。This course aims to cultivate the accuracy, fluency and physicality of the language expression of Chinese language, in order to achieve the ability to "demonstrategic" Chinese pronunciation. In view of future Chinese language teachers' knowledge, they should be able to effectively master vocal teaching skills and vocal mismatch strategies, so the course will use dynamic and systematic vocal training to assist learners in conducting self-vocal evaluation and further strengthen their oral expression skills. At the same time, they will also conduct vocal diagnosis and appropriate teaching design for learners from different mother language backgrounds and Han language as the second language.
The course content covers the Chinese voice, voice master and voice adjustment system, focusing on pronunciation, sound identification training and common bias analysis, and exploring the changes in verbal streaming sounds (such as change, reading, light voice and metaphor) and their verbal functions in oral interaction. In addition, the course will also introduce the strategies and steps of pinyin teaching, and guide future Chinese language masters to design appropriate vocal teaching activities and evaluation methods.
The theory and practice of this course are both important, including audition training, oral imitation, broadcaster simulation and Chinese voice teaching and performance. Learners will monitor their own voice through recording and mutual review. The course goal is to enable learners to become qualified Chinese masters who are verbally standard, teaching professionals, and can conduct differentiated teaching according to the needs of different two-language learners.
1. 鍾榮富，《華語語音及教學》（新修訂版），正中書局，2011。
2. 葉德明，《華語表達的藝與態：華語正音與表達》，正中書局，2013。
3. 耿志堅，《漢語音韻及口語表達》，新學林，2015。
4. 國立臺灣師範大學華語語音學編輯委員會，《華語語音學》（新修版），正中書局，2017。
5. 張正男，《實用華語語音學》（2版），新學林，2021。
6. 陳怡君，《誰的「國語」？誰的「普通話」？：從官方政策、教育現場、大眾傳媒到常民口說習慣，看兩岸語音標準化如何為社會規範、身分認同與國族政治服務》，臉譜，2025。
1. Long Rongfu, "Chinese Voice and Teaching" (newly revised edition), Zhengzhong Book Bureau, 2011.
2. Ye Deming, "The Arts and Ethics of Chinese Expression: Chinese Pronunciation and Expression", Zhengzhong Book Bureau, 2013.
3. Geng Zhiyi, "Han Voice and Oral Expression", Xinxuelin, 2015.
4. National Taiwan Teachers’ Educational Committee for Chinese Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Voice and Vo
5. Zhang Zhengnan, "Practical Chinese Voice Studies" (2nd Edition), Xinxue Lin, 2021.
6. Chen Yijun, "Whose "Chinese"? Whose "mandarin"? : From official policies, education venues, public media to Changmin’s speech habits, see how cross-strait musical standards serve social regulations, identity recognition and national politics", Face, 2025.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂表現課堂表現 Classroom performance |
30 | 出席率、學習態度、發言、團隊合作 |
| 作業與報告作業與報告 Operations and Reports |
40 | 實作演練、成果展示 |
| 評量與測驗評量與測驗 Evaluation and testing |
20 | 期中考試（申論題） |
| 彈性學習彈性學習 Flexibility Learning |
10 | 實習紀錄與心得撰寫 |
