國際文憑課程中學項目強調概念理解，概念理解的課程是一種課程設計方法。國際文憑中學項目課程要求在全球性背景情境中進行概念學習，從探究問題開始結合學科課程，引導學生將學科中的事實、信息以及原理，延伸轉移為更高層次的理解。研究者以在美國公立學校的國際文憑學校中學項目語言習得學科的華語文老師為出發，探究概念理解的華語文零起點初階課程設計。研究目的為設計概念理解的零起點華語課程。因應疫情中的線上教學，探索初級華語學生在線上的概念學習教學活動，以及評估概念學習的成果。呈現初階學生理解身處的世界，同時展現中學項目的所要求的語言能力與流利指標。研究結果發現，在概念理解為主的課程設計中，第一階段與第二階段的零起點華語學習者能夠進行概念理解，並且能從評估中確定理解。

The Middle Year Programme of International Baccalaureate emphasizes conceptual learning, or concept-based curriculum (CBI). In essence, the Middle Year Programme promotes conceptual learning through subject areas. Students transfer the knowledge from retention of facts, information, and principles in the discipline to a higher level of understanding. The purpose of this research is to explore stimulating conceptual learning with phase 1 & 2 Chinese as foreign language learners (CFL) under an online teaching environment due to the global pandemic. This research is based on the experiences of a classroom teacher at an IB/MYP public schools, who designs a conceptual understanding unit and learning activities. The results show, in the concept-based curriculum design, CFL learners can carry out conceptual understanding within the proficiency level in phase 1 and 2.

一、中文
（一）書籍類
吉華與馮薇薇(2019)。IBDP中文B大主題單元創作。香港:三聯書局有限公司
李秀芬(2013)。AP中文5C 教學 : 理論、策略與實務。台北市:新學林出版股份有限公司
蔡雅薰與余信賢(2019)。IB國際文憑與中文教學綜論。台北市:新學林出版股份有限公司
琳恩 · 艾瑞克森與洛薏絲 · 蘭寧/Erickson, L., & Lanning, L., (2018) 。以概念為本的課程與教學: 培養核心素養的教學實踐 (魯效孔, 譯）。上海: 華東師範大學出版社。(原著第二版出版2014年)
琳恩 · 艾瑞克森、洛薏絲 · 蘭寧與瑞秋 · 法蘭奇/Erickson, L., Lanning, L. & French, R., (2018) 。創造思考的教室: 概念為本的課程與教學 (劉恆昌, 譯) 。台北市: 心理出版社股份有限公司。 (原著第二版出版2017年)
McTighe, J. & Wiggins, G., (2016) 。核心問題- 開啟學生理解之門 (侯秋玲與吳敏而, 譯) （初版）。台北市: 心理出版社股份有限公司。（原著第二版出版2013年）
國際文憑組織（2009）。小學項目的實施:國際初等教育課程框架。第二版 。 https://resources.ibo.org/data/p_0_pypxx_mph_1002_1_c.pdf
 

（二）期刊類
王麗雲 (2016)。國際高中文憑學程探究。 課程與教學, 18 (3), 125–155。https://doi.org/10.6384/CIQ.201507_18(3).0006
陳振宇 (2016)。學語言學到了什麼? 從語言的多面向樣貌探討語言教學的新路徑。 臺灣華語教學研究 (Issue 2, pp. 1–11)。台灣華語文教學學會。 https://0-www.airitilibrary.com.opac.lib.ntnu.edu.tw/Publication/alDetailedMesh?DocID=22211624-201312-201406300017-201406300017-1-11
楊詩蘊(2019)。概念導向教學對高層次閱讀理解影響概念之個案探究。華文學刊, 2019 (33), 64–89。 https://www.airitilibrary.com/Publication/alDetailedMesh?docid=0219810X-201906-201906250007-201906250007-64-89
（三）學位論文類
張令嘉與何志恆 (2016)。 以概念圖提升小二學生寓言故事的主旨歸納能。香港教育大學 中文教育行動研究。 http://libdr1.ied.edu.hk/pudata/img00/arch00/link/archive/1/instarh/4458.pdf
黃欣喬(2016)。IBDP中文A概念為本教學設計:以三毛《撒哈拉歲月》為例。台北市:臺灣師範大學華語文教學系學位論文 (pp. 1–181)。https://doi.org/10.6345/NTNU202000789
管海玲(2016)。全人教育在國際文憑課程中實踐-美國高中視角。台北市:臺灣師範大學華語文教學系學位論文 (pp. 1–124)。https://doi.org/10.6345/NTNU201900879

（四）其他研究報告或論文
許添明、 林慶隆、柯華葳、張俊盛、陳浩然、高照明、蔡雅薰、張郁雯、陳柏熹與張莉萍 (2020)。華語文八年計畫。建置應用語料庫及標準體系, 109 年工作計畫期中報告。教育部 國家教育研究院（未出版）
(五) 線上講座
吉華（演講者）（2020） DP中文B概念理解單元設計。 (微信公眾號:香港三聯書局，八月)。

二、英文
（一）書籍類- 機構與團體
ACTFL performance descriptors for language learners (2nd ed.). (2015). The American Council on the Teaching of Foreign Languages, Alexandria, VA; ACTFL.org. https://www.actfl.org/sites/default/files/publications/ACTFLPerformance_Descriptors.pdf
ACTFL proficiency guidelines. (2012). The American Council on the Teaching of Foreign Languages, Alexandria, VA; ACTFL.org. https://www.actfl.org/sites/default/files/guidelines/ACTFLProficiencyGuidelines2012.pdf
ACTFL (2020). World-Readiness Standards for Learning Languages | Actfl.org. https://www.actfl.org/resources/world-readiness-standards-learning-languages
Asia Society (n.d.). Creating a Chinese Language Program in Your School An Introductory Guide. https://asiasociety.org/files/Creating%20a%20Chinese%20language%20Program%20in%20Your%20School.pdf
Connecticut (2019). Census Bureau QuickFacts; United States Census Bureau. https://www.census.gov/quickfacts/fact/table/CT/RHI425219#RHI425219
The CT Mirror (2019, September 9). Staff report Test scores: See how your school and district did https://ctmirror.org/2019/09/09/test-scores-see-how-your-school-and-district-did/

CT.Gov (2016). World Languages--Related Resources. (2016). https://portal.ct.gov/SDE/World-Languages/World-Languages/Related-Resources
IB Community Blog. (2020). MYP Language Acquisition 2020: What to expect? | Ibo.org. https://blogibo.org/blog/2020/02/19/myp-language-acquisition-2020-what-to-expect/
International Baccalaureate Organization (2015). Diploma Programme Approaches to teaching and learning. www.ibo.org
International Baccalaureate Organization (2014). IB related policies and legislation in the Unit-ed States, IB Americas. (2014). www.ibo.org. https://www.ibo.org/globalassets/publications/university-admission/usa-policy-chart-june-30-2014.pdf
International Baccalaureate Organization (2016). Evaluating MYP unit plans. www.ibo.org.
International Baccalaureate Organization. (2014). MYP: From principles into practice, For use from September 2014/January 2015. www.ibo.org. https://resources.ibo.org/data/m_0_mypxx_guu_1405_4_e.pdf
International Baccalaureate Organization (2020, February). MYP Language acquisition guide for use from September 2020/January 2021. www.ibo.org. https://resources.ibo.org/data/language-acquisition-guide-for-use-from-september-2020januar_05b86245-5b9a-440b-b210-dfd63676de85/language-acquisition-guide-for-use-from-september-2020januar-en_4db2026a-7b6a-48e3-834a-393fd4f5e4ed.pdf
International Baccalaureate Organization (2008). Towards a continuum of international educa-tion Primary Years Programme, Middle Years Programme and Diploma Programme. www.ibo.org
International Baccalaureate Organization. (2017). What is an IB education? www.ibo.org. https://www.ibo.org/globalassets/what-is-an-ib-education-2017-en.pdf (Original work published 2013)
International Baccalaureate Organization. (2008). Learning in a language other than mother tongue in IB programes. www.ibo.org.
https://rsources.ibo.org/data/g_0_iboxx_amo_0804_1_e.pdf
Jones, S. & Fox, S. (2009). Generations Online in 2009. Pew Research Center: Internet, Sci-ence & Tech; Pew Research Center. https://www.pewresearch.org/internet/2009/01/28/generations-online-in-2009/
Thomson, N. (n.d.). Learning in a language other than mother tongue in IB programes from https://www.ibo.org/contentassets/b53fa69a03d643b1a739d30543ca8d65/learninginalanguageotherthanthemother.pdf

（二）書籍類- 機構與團體
Buzan, T., & O’Brien, D. (2018). Mind map mastery: the complete guide to learning and using the most powerful thinking tool in the universe. Watkins， An Imprint of Watkins Me-dia Limited.
Glisan, E., & Donato, R. (2020). Enacting the work of language instruction: High-Leverage teaching practices. Thelanguageeducator.org (1st Kindle Edition). ACTFL.
Krashen, S. D., & Terrell, T. D., (1995). The natural approach: language acquisition in the classroom. Phoenix. http://www.sdkrashen.com/content/books/the_natural_approach.pdf
Novak, J. D., & Gowin, D. B., (1984). Learning how to learn. Cambridge University Press. Title I Allocations LEA ID. (2009). Title I grant to local educational agencies - CON-NECTICUT allocations under the American Recovery and Reinvestment Act. https://www2.ed.gov/about/overview/budget/titlei/fy09recovery/connecticut.pdf
Waltz, T. (2014). 中文不麻煩 Zhongwen Bu Mafan - Quick Start: Chinese through Compre-hensible Input for Western Learners (Kindle Edition). Squid for Brains. USA

Waltz, T., & Wogstad, K. (2015). TPRS with Chinese characteristics: Making students fluent and literate through comprehended input. Squid for Brains. USA
Wiggins, G. (2014). Understanding by design guide. Association for Supervision and Curricu-lum Development ASCD. https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Wiggins, G., & McTighe. J. (2005). Understanding by Design. Association for Supervision and Curriculum Development（ASCD）

（三）期刊類
Anderson, L., Krathwohl, D., Airasian, P., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M., (2000). Taxonomy for learning, teaching, and assessing: a revision of bloom’s taxono-my of educational objectives. In Pearson.com (1st edition (December 19, 2000), p. 336). Pearson.
Domingo, M. (2012). Linguistic layering: social language development in the context of multi-modal design and digital technologies. Learning, Media and Technology. https://www.tandfonline.com/doi/abs/10.1080/17439884.2012.670645?journalCode=cjem20
Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language， 19(1)， 34–55. https://files.eric.ed.gov/fulltext/EJ759839.pdf
Khalil, S., & Al-Qatawneh. (2012). Effect of concept-based curriculum and instruction on mo-tivating learners of English as a foreign language. Science Journal of Psycholo-gy,2012(sjpsych-165), 8
Saxton, S. E., & Hill, I. (2014). The International Baccalaureate (IB) Programme: An Interna-tional Gateway to Higher Education and Beyond. Higher Learning Research Commu-nications, 4(3), 42. https://doi.org/10.18870/hlrc.v4i3.123
Taylor, K., & Silver, L. (2019). Smart phone ownership is growing rapidly around the world, but not always equally (p. 47). https://www.pewresearch.org/global/wp-content/uploads/sites/2/2019/02/Pew-Research-Center_Global-Technology-Use-2018_2019-02-05.pdf
Wong, W., & Simard, D. (2017). Focusing on form in language instruction. In Rah-varaamat.ee (paperback). Routledge of Taylor & Francis. https://www.rahvaraamat.ee/p/focusing-on-form-in-language-instruction/1102147/en?isbn=9781138500747 (Original work published 2016)
Yi, Z., & Livaccari, C. (2010). Learning Chinese pays dividends: Of characters and cognition. Asia Society. https://asiasociety.org/china-learning-initiatives/learning-chinese-pays-dividends-characters-and-cognition

三、網路資料
（一）中文網路
教育部重編國語辭典修訂本. (2015). Moe.Edu.Tw. http://dict.revised.moe.edu.tw/cbdic/
建構主義學習理論 - MBA智庫百科. (2018). https://tinyurl.com/y9dpyfpw
聽武漢說（2020）YouTube官方频道和之夢。https://www.youtube.com/watch?v=jzSMiBI7Hz8
第二戰線（2020）。微信環球網https://mp.weixin.qq.com/s/sPyydCYodpkJvea_zX6jQQ
（二）英文網路
Ayoa. (2015). How to Mind Map with Tony Buzan [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=u5Y4pIsXTV0
Concept Mapping Tools | Centre for Teaching Excellence. (2014， June 21). Centre for Teach-ing Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/teaching-tips-educational-technologies/all/concept-mapping-tools
Carpineanu, S. (2020， April 27). Concept map vs Mind map - What are the differences? Blog Mindomo. https://blog.mindomo.com/concept-map-vs-mind-map/
Find an IB World School. (2020). Ibo.org. https://www.ibo.org/programmes/find-an-ib-school/?SearchFields.Country=US
PZ’s Thinking Routines Toolbox | Project Zero. (2011). Harvard.Edu. https://pz.harvard.edu/thinking-routines
Pip. (2018). Southeastern Guide Dogs. YouTube https://www.youtube.com/watch?v=07d2dXHYb94&t=133s
Think Puzzle Explore. (2020). THINKING PATHWAYS. https://thinkingpathwayz.weebly.com/thinkpuzzleexplore.html
Uwaterloo. (2011). Concept Maps: How Instructors Can Use Them to Support Student Learn-ing (High Definition) [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=Po-aj31WXsM&feature=youtu.be&t=7m40s
Visible Thinking | Project Zero. (2020). Harvard.Edu. https://pz.harvard.edu/projects/visible-thinking
四、其他工具
電子紙
Classkick - Helping Teachers Be Awesome. (2020). https://classkick.com/
線上白板
Google Jamboard: Collaborative Digital Whiteboard. (2020). Google for Education website: https://edu.google.com/products/jamboard/
圖像組體
Graphic Organizers (2020). Teachers Pay Teachers website: https://www.teacherspayteachers.com/Product/13-Graphic-Organizers-Digital-Printable-versions-in-Spanish-English-blank-5457994?st=585ac5f2475ab28bb470b92c26594e0f
漢字字卡
Mandarin Wall Signs (2017). Squid for Brains, website: https://squidforbrains.com/collections/classroom-signs-and-posters/products/mandarin-wall-signs-you-print