越南共有五十四個民族，其中華人是越南第四大的族群。在越南，華語 文教育是目前很受關注的議題，不僅是因為越南華人華語教育的傳承，更重 要的是已經成為越南國家外語教育政策探討的重點。除此之外，近年來因中 國大陸經濟快速發展形成全球的「華語熱」。越南華語教育發展歷史悠久， 南部城市自古就有許多華人移民所以相對來說華文教育發展較為發達，早期 華人會館兼具語言與文化傳承的作用。自從1975年越南南北統一後華語文教 育發展亦隨之改變。南部第二大城芹苴市 (Cần Thơ) 唯一歷史最悠久且最具 規模的華文學習場所是芹苴華文夜校。 研究調查發現，過去芹苴華文夜校曾 經是華校，後來隨著社會的演變，現在提供華族子弟學習民族語言，並且更 發展成為芹苴市華語學習的重要教學機構。
本研究想要探討越南芹苴市的華語文教育發展，深入了解芹苴華語文教 育的演變和發展趨勢，並以芹苴華文夜校為主要研究對象。研究目的有三 :1. 了解過去從1975年到目前越南當地的華語教育政策與現況，在國家語言教育 政策下，芹苴華文夜校進行華語教育的轉變。2. 華語在芹苴市成為熱門語言， 芹苴華文夜校華語文教學現況以及面臨的問題。3. 探討芹苴華文夜校以及芹 苴市的華語教育未來發展與展望。
本研究以田野調查、實地進行觀察與訪談的方法進行研究，發現目前在 越南華語教育政策仍在變動，華文教育面臨嚴重師資不足的問題而且由於英 語是重要的國際語言，所以相對應在華語教育推動方面仍有不足之處。故本 研究結果提出建議越南政府應該積極推動華語師資培訓工作，同時越南應提 供新住民子女有學習華語文的據點以配合台灣跨國旋轉教育之推動。

Vietnam is today a multi-ethnic country; its government recognizes 54 ethnic groups, of which the Chinese are classified as one of the four major ethnic groups. Chinese language education in Vietnam has always been a state-focused issue. Chinese is not only a language has passed down Chinese generation to generation, it is also considered by Vietnamese government as a key foreign subject for its national language education policy. In recent years, the rapid expansion of Mainland China's economy has created a global "Chinese learning fever." The development of Chinese language in Vietnam has a long history because there have been many Chinese immigrants to southern cities of the country since ancient times. The growth of Chinese language teaching and learning, therefore has been spreading at the same time. The early (Cantonese) Chinese Gathering Hall had the functions of both language and cultural exchanging and conserving for this community in Vietnam. Since the reunification of the North and South Vietnam in 1975, the revolution of Chinese language education has been also happening. The oldest and largest Chinese language learning venue in Can Tho, which is claimed as the second largest city in the south, is Can Tho Chinese Language Continuing School. The researchers found that in the past, Can Tho Chinese Language Continuing School used to be an official school specified for Chinese Vietnamese. Later on, along with the evolution of Vietnam society, it has been providing Chinese children the opportunity to learn their native language, and has becoming an important teaching institution for Chinese language learning in Can Tho City.
This study, therefore aims to explore the progress of Chinese language education in Can Tho, Vietnam, to understand the evolution and development trends of Chinese language education in Can Tho by taking Can Tho Chinese Continuing School as the main research object. To be specific, the purpose of the study is threefold: 1. Understand the local Chinese language education policies and situations in Vietnam from 1975 to the present. Under the national language education policy, Can Tho Chinese Continuing School has undergone the transformation of Chinese education. 2. Chinese has become a popular language in Can Tho City, our research motivation, as a result to investigate the current situations and challenges of Chinese language teaching in Can Tho ChineseContinuing School and 3. Finally, to explore the future development and prospects of Chinese language pedagogy in Can Tho City as well as in the Can Tho Chinese Language Continuing School.The research project employs the survey method including site visiting, interviewing and distributing questionnaires to collect actual data. It is found that Chinese language education policy of Vietnam has been still in the adjusting and changing phases. Chinese education faces the problem of serious shortage of human resources for teaching. Especially in Vietnam, since English is still recognized as the main international language, the government's promotion for Chinese language education still has had many shortcomings.
The research results suggested that the Vietnamese government should actively work on Chinese education and training, and at the same time strengthen the second-generation Chinese Vietnamese children by giving them a better Chinese learning environment. Besides, cooperating with Taiwan government to promote Chinese learning for new immigrations' children so that they to inherit the succession and conversion of education effectively.

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二、越文文獻
1. Minh Tranh (1958)《越南史略》，生活‧讀書‧新知三聯書店出版
2. Nguyễn Ngọc Trảng (2012) Đặc khảo văn hoá người Hoa ở Nam bộ. Nhà xuất bản văn hoá dân tộc. Hà Nội, Việt Nam.
3. Hoàng Quốc (2015) Cảnh huống song ngữ Việt – Hoa tại Đồng bằng sông Cửu Long. Nhà xuất bản khoa học xã hội. Hà Nội, Việt Nam.
4. Tsai Maw Kuey (1968). Người Hoa ở miền Nam Việt Nam. Thư viện Quốc gia Pari.
5. Lưu Vĩ An (2016). Chợ lớn xưa và nay. Nhà xuất bản văn hoá văn nghệ thành phố Hồ Chí Minh Việt Nam.
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7. Trần Tiêu (2007). Tiếng Hoa quyển 1, 2, 3, 4, 5, 6, 7, 8. Nhà xuất bản giáo dục Việt Nam.

三、英文文獻
1. Robert Stake, The future of Evaluatuon, see Blain R.Worthen and James R. Sander, “Educational Evaluation”, Theory and Practice, (Ohio: Chales Jones Pyblishing co., 1973), P349.

四、網路文獻
1. Bản đồ hành chính các tỉnh miền Tây Nam Bộ。 2018/11/10 取文
http://bandovietnamtreotuong.com/ban-do-hanh-chinh-mien-tay-nam-bo/?
參考文獻
fbclid=IwAR2idxag7-1g4C1EgpHVQYPkbM0I7njUBhCFegRHWEF3yLZpifnCDVMSuv4
2. 蘋果日報 (2006)。 越南「臺灣島」嫁女換磚牆。 2018/11/25 取文
https://tw.appledaily.com/headline/daily/20060619/22690109
3. 多維新聞(2016)。漢語將成為越南初級教育第一外語:2017/05/28 取文
http://culture.dwnews.com/renwen/big5/news/2016-09-27/59771998.html
4. 早安越南論壇(2009)。芹苴概況:2019/11/15 取 http://www.abubook.com/modules/newbb/viewtopic.php?topic_id=1130
5. 芹苴市政府網頁，芹苴華人相關資料:2019/11/30 取文
http://cantho.gov.vn/wps/wcm/connect/bandantoc/trang+tieng+hoa/insite/gioi+thieu/ngu oi+hoa+o+tp+can+tho
6. 越南計劃推動中小學華語文教學:資料來源:2015-09台北經濟文化辦事處 的網頁: https://www.roc-taiwan.org/vnsgn/post/195.html 2020/2/20 取文
7. HSK與TOCFL的程度對照圖圖: 資料來源: 國家華語測驗推動工作委員會 網頁 https://www.sc-top.org.tw/chinese/LS/test5.php 2020/7/10 取文.