本研究的主旨在於以99年度華文網路種子師資班國外華語教師之實際應用為例，研究者以觀察者角度，歸納並分析在Web2.0華語數位學習影響下，課程教師陳姮良如何透過教學設計的強調及引導，帶領受訓教師創新應用Web2.0工具，並藉此應用實例進一步闡釋教學設計在華語數位學習中的重要性，而非為數位而數位地使用軟體工具而已。本研究架構包含：一、文獻探討與研究目的，說明近年華語教學在Web2.0工具應用的概況、問題點及本研究之目的；二、研究方法與應用資料分析，包括ADDIE設計本位研究法、研究範圍及應用資料分析；三、Web2.0工具應用分類及其教學設計，統整聽力、口語、閱讀、寫作、打字數位工具在華語教學上的對應運用，以及相關教學設計可能的發揮；四、研究結果，檢視教師工具應用與教學設計之離合關係，並從以下幾個面向來說明研究結果：（一）應用工具時是否關注其目的為何，以及能否達到教學目標；（二）選用的工具在教學活動中扮演的角色為何，以及能否有效促進學習；（三）不同教學環節所應用的工具是否有機串聯之間的教學關係；（四）評量工具的選用及設計是否能評估學習成效。最後，期望藉由本研究之反思，強調以教學設計主導數位工具之應用，以達資訊真正「融入」華語教學之核心精神。

This study analyzes how the characteristics of Web2.0 can be applied to instructional design in innovative ways for Chinese language teaching programs. Taking overseas Chinese language teachers who participated in the 2010 Chinese Language Teachers Online Training Program as an example, the study examines the process through which instructor Chen Heng-Liang led the trainees in using Web2.0 applications through emphasis on and direction of instructional design, and provides an overview of instructor-selected software,and their related instructional designs. The case study illustrates the significance of instructional design in digital Chinese language learning. The present study is structured thus: 1. Literature review and research purposes, which outlines recent Web2.0 applications for Chinese language education, raises research questions and purposes of this study; 2. Methodology and data analysis, which includes ADDIE designed based research method, research area, and data analysis; 3. Categories of Web2.0 applications and their respective instructional designs; digital tools (listening, speaking, reading, writing, and typing) and their application in Chinese language education; possible extensions of related instructional designs; 4. The interdependent relationship between software application and instructional design, in which instructional design determines the suitability of the software and the effects resulting from different degrees of incorporation. This study aims to demonstrate the following significance of instructional design in digital Chinese language education: (1) Whether the objectives of software applications are achieved and whether instructional objectives can be achieved; (2) The role of the selected software applications in teaching and whether it enhances learning; (3)Whether it is possible to connect the relationships among the different software applications chosen for different stages of teaching; (4) Whether the tools and design for evaluation correctly re.ect the results of learning. Finally, this study hopes to stress the instructional-design-based use of digital tools as a way to realize the core value of truly integrating information technology into Chinese language teaching.