「情境學習」意指以整全的方式看待學習歷程中個體、社會與環境的交互構成關係，無論是從人類學角度出發，如Lave、Wenger（1991） ，或是從心理學的傳統出發，如Brown、Collins與Duguid（1989），都認為學習與社會網絡的關係密不可分，強調「參與」的重要性。本文是在「情境學習」的架構下，對一個華語師資培訓的個案所進行的觀察報告。文藻外語學院應用華語文系自2006年起，甄選學生赴越南台商公司進行華語文教學實習業已四年，本文的研究對象為2010年暑期的華語教學實習老師，共計11名，以四家台商公司為教學場域，透過實務的參與，探討情境學習理論在華語師資培訓上的應用。研究方法以質性研究取向為主，並輔以量的方與技巧，資料蒐集採書面資料撰寫、深入訪談與內容分析法等方式為之，希望透過文獻資料的描述、解釋與分析，形成具體有效的建議，提供作為說行海外教學實習的參考。

”Situated Learning” means to look at the interactions among individual, society and environment with a complete vision in the whole learning process. Learning is Considered closely intertwined with the social networks whether it is from an anthropological point of view, such as lave and Wenger (1991), or from the psychological tradition, such as Brown, Collins and Duguid (1989), and the importance of participation is emphasized. This essay is a case study on Chinese language teachers training in the framework of situated learning. The Applied Chinese Department of Wenzao Ursuline College of Languages has selected students to go to Taiwanese companies in Vietnam for language teaching internships since 2006. The object of this study is a group of 11 students who had their internships in four Taiwanese companies in the summer of 201 O. This study focuses on the involvement of the situated learning theory in a Chinese language teaching training. The research methods are m qualitative research-based approach, supplemented by the amount of methods and techniques, information search, in-depth interviews and content analysis. Through the description, interpretation and analysis of literature, hopefully we can reach an effective recommendation to those who will have their overseas teaching internships someday.