本研究主要針對臺師大進修推廣學院短期語文密集班的華語教師，探索密集班之華語教師使用的全浸式（total immersion）教學策略，藉由教師問卷調查、課室觀察量表、教師培訓工作坊及訪談記錄，進行質、量各半的實證過程規劃，作為進行全浸式華裔青年華語研習班教學模式中的師資專業成長，作為全浸式華裔青年華語研習班學習成效實證研究。依據本研究之師資培訓成長規劃，已於2011年一月底至二月初在國立臺灣師大推廣學院舉辦的華裔青年短期密集班，對實驗組的六位華語教師的班級進行預測三個小時的課室觀察分析及教師訪談，目的是瞭解這六位元教師所採用的教學策略，接著在2012年二月底與三月初, 給予這六位教師進行中文全浸式教學八小時的培訓課程。2012年四月，六位實驗組教師參與中文全浸式教學的行動式研究，進而發展出完整有系統可提供全球華語教與學有效的中文全浸式教學策略模式。

The research explored developing the model of Chinese immersion teachers' training. Therefore, this study aimed at building Chinese total immersion teaching strategies to assist Mandarin Chinese teachers' teaching in the short Chinese language program of Chinese heritage youth learners in the NTNU Extension School of Continuing Education. Qualitative and quantitative methods such as class observation questionnaires, teacher training, and teacher interviews were conducted in the planning of future experiments to function as teachers' professional development. In terms of the model of Chinese immersion teachers' training, the 3 hour period classroom observation recording was conducted to six experimental teachers in the program from the end of January to the beginning of February, 2011. The objective of this approach was to know the instructional strategies, which was used to be used by six teachers before the training. Then, these six teachers accepted the 8 hour teachers' training from the end of February to the beginning of March, 2011. Afterward, the teachers implemented the action research of total Chinese immersion teaching to the short Chinese language program. The goal of the study would develop a complete and systematic model of total Chinese immersion instruction to be useful resource for global Mandarin Chinese teaching.