研究者因為輔導因素接觸東亞系大學部和歷史研究所韓籍留學生，他 們在一對一輔導時提到無法理解系上教材所使用的書面語及撰寫報告，雖 想加強學習書面語但無時間，故希望可在課後輔導加強書面語、口語表達 和新聞華語討論三方面。本研究以上述輔導個案進行一對一教學模式研 究，以一年時間進行一對一個別輔導，教學目標為加強書面語閱讀和口語 表達能力。除了成語教學，其餘內容皆是透過學生需求分析所制定:虛 詞、標準化口語測驗練習和新聞華語，並以電子書形式呈現。教學方法採 用翻轉教學和問題導向教學法，一對一教學全程錄影，課後訪問學生學習 反饋並針對學生意見修正教學方向，並再進行逐字稿轉寫分析。學生表示 翻轉教學和模擬測驗都有助於學習新聞華語，也降低學習虛詞和測驗恐 懼。學生自評進步程度達 70%-80%。未來建議一對一教學教師應先針對專 業華語學習者進行需求分析，再編寫個人化電子教材，讓學生可先初步理 解專業課本生詞句型，再輔以口語練習加強表達能力。

The researcher was the tutor of Korean students who major in East Asia Studies and department of History. They mentioned that they have difficulties in reading textbooks and writing reports. Although they want to improve their Chinese in literal, they do not have time. Therefore, the students ask to the researcher to teach them the literal Chinese, mock oral tests, and journalistic Chinese. The research is based on the three aspects. It has been spent in one year to consult the students in one on one teaching. The teaching objective is to strengthen the reading ability in literal and oral presentation. Except the Chinese idioms, the content is based on the students’ needs analysis: function words, standardized oral tests, and journalistic Chinese via electronic books. The teaching method is based on the problem-based learning and flipped learning. During the courses, the interaction and interview are all recorded and typed in transcripts. The students expressed that they are benefited from the flipped learning and mock tests. They evaluated their progress in learning is 70-80%. In the future, it is suggested that one on one teachers should have needs analysis to academic Chinese learners. Second, electronic textbooks should be edited by the needs analysis. Last is the mock oral tests should be practiced after the courses. So the students can know how to improve their oral ability.

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