從事新住民教學多年來，深深感受新住民「華語文教育」缺乏適地、適時、適才的課程教學設計，教材教法需要不斷研發才能與時俱進，在文獻閱讀中還沒有先進提出此教學模式，若能以詮釋學為理論基礎，導入主題式教學法，研發新住民課程設計，梳理出教學與實務困境中遇到的問題，謀求解決的方法，將能引發新住民濃烈的學習興趣。在教學與實務需求下，萌發編製新住民華語文教學模式。本文融入詮釋學為理論基礎，導入主題式教學法，透過「自製簡報、搜尋影片、臉書」等方式進行討論，輔以語文基礎「說讀寫作」的縱向和橫向聯繫，嵌入良好聆聽原則的引導，達成溝通（Communication）、文化（Cultures）、多元（Connection）、辨思（Comparisons）、實用（Communities）等5C的學習目標，思考華語文表達的重要性。希冀藉由「聆聽教學」為切入點，輔以「說讀寫作」歷程，融入多元文化的價值，為華語文教材教法另闢一條新徑。

After long-term devotion to implanting teaching curriculum for new inhabitants, we become more and more aware that Chinese Teaching Curriculum is in a great lack of contextual, conceptual learning and hand-on experience. Teaching material and methodology is developed in correspondence to relevant context. Throughout this paper, the research purpose and scope is determined to reinforce learners' movitation by mearns of categorizing various issues in terms of theoritical and empirical analysis. In accordance with hermeneutic theory integrated with theme-based methodology, this research aims at the discussion in three aspects: self-made presentation, video searching and Facebook usage. In order to achieve the teaching objective underpinned the importance of pragmatics and Chinese learning throughout the 5Cs (communication, cultures, connection, comparisons, communities) in the hope of multicultural emersion, the curriculum design incorporates the vertical and horizontal correlation in oral, reading and writing drills along with good- quality listening input. The implementation of this research is to enhance and enrich Chinese Teaching methodology.