走進全人教育村來到熊玉雯老師九樓的研究室，映入眼簾的是老師與學生談笑風生、輕鬆自在相處的畫面，融洽的師生關係不言而喻。擔任應華系導師8年多的時間，也在110學年度擔任起全校外籍生大一不分系學士學位學程的導師，同時肩負兩個系所、雙導師的責任，玉雯老師笑著回答：「或許，這一切都是最好的安排！」
Entering the Holistic Education Village and arriving at the office of Professor Hsiung on the ninth floor, one can find her chatting happily and leisurely with students, demonstrating a harmonious teacher-student relationship. A teacher for the Department of Teaching Chinese as a Second Language for more than eight years, Professor Hsiung is also the person responsible for starting the Pre-major Freshman Program for International Students in 2021. Carrying the responsibilities of two departments and two teachers, Professor Hsiung says with a smile: “Maybe this is the arrangement for the best!”
設身處地理解需求 牽起雙方的連結
Understanding needs while standing in other people’s shoes
原來，是因為應華系導生在大三這年面臨了教學實習階段，正好可以將一年級不分系的外籍生視為實習對象彼此互動交流。一方面符合學習的要求，提供學生瞭解華語文教學，也是第一次有機會，能夠與60多位導生相聚一起。因緣際會之下，更促成日本學生與本地學生有了校園學伴的關係，幫助適應學校環境與生活，成為在地的朋友。
Forming the connection between both parties The students from the Department of Teaching Chinese as a Second Language are faced with the teaching practice phase in their junior year, where they can work with foreign freshmen from the Pre-major Freshman Program for International Students as interns for mutual interactions. On the one hand, it conforms to learning needs, allowing students to understand the Chinese language teaching; moreover, it is an opportunity for more than 60 students to gather for the first time. Coincidentally, this arrangement also stimulated a learning partner relationship between Japanese students and local students, helping both groups to adapt to the environment and school life, and to make friends with each other.
玉雯老師觀察發現，每個階段的學生會遇到不同的問題，像大一生多為離家就讀、團體相處與適應問題，大二與大三生則面臨感情因素，大四生面對職涯感到迷惘。她說：「我用自己在美國唸書、教書將近13年的生活經驗，感同身受的提供建議及看法，會更容易讓學生明白及接受。少用老師的角度或口吻指示應該要如何做，也有助培養良好的關係。」在每次導師時間、與諮商中心合作安排適性探索團體活動時，會根據現況需要設計階段性的座談與討論，陪伴學生勇於面對並找到解決問題的良方。
Professor Hsiung discovered from observations that students from each phase encountered different issues. For instance, a majority of freshmen are faced with issues such as studying away from home, getting along with groups, and adapting to a new environment, while sophomore and juniors are faced with relationship issues, and seniors are faced with feeling bewildered about their career options. She says, “I applied my almost 13 years of life experience from studying in America and teaching to provide suggestions and opinions with empathy, which allows students to understand and accept more easily. Talking with them using less of a ‘teacher’s perspective’ or tone is also beneficial in creating quality relationships.” Organize suitable exploration group activities with the counseling center during each session of tutor time, and design staged forums and discussions according to student needs, to support them with bravely facing and solving various issues.
玉雯老師從課堂教課仔細觀察學生情況，由於外籍生大一不分系多為理工或商學科系的學生，個性上有很大的差異。應華系的學生心思則較為細膩，配合每個國家不同的習性調整輔導方式。曾經為了貧血的學生親手熬煮牛肉湯進補身體；也陪伴無數孩子在研究室的沙發上又哭又笑，讓學生感受到家的溫暖而倍感窩心。「從不同層面與程度進行關心，讓學生即使在外地也不會覺得孤單。」也許是氛圍使然，她相信在這樣充滿愛的環境下，會滋養每位學生的心。
Professor Hsiung carefully observes students’ conditions in classes. A majority of foreign freshmen are students from the science and engineering or business departments; a significant personality difference exists between these groups. Students from the Department of Teaching Chinese as a Second Language Applied Chinese are detail-oriented; therefore the consultation approach is adjusted according to the different habits of each country. She even prepared beef soup for a student with anemia, and accompanied countless students through sad and happy times on the sofa in her office, which allowed the students to feel the warmth of home and to feel extra heartwarming. “Care from different aspects and levels to not let the students feel lonely even when they are away from home.” Maybe it is the ambience, but Professor Hsiung believes that such an environment filled with love will nourish the heart of every student.
堅持本份 學生因你而美好
Persist in one’s duties The students are wonderful because of you
談起遇到使不上力的難過事件，雖然讓老師自責又痛心。玉雯老師仍堅守自己認為有意義的事持續投入熱情。也許學生會因為你的隻字片語、幾堂課，而造成很大的影響。她開懷地分享已經畢業3、4年學生捎來的信息，「謝謝老師當年的一門課，耳濡目染下促成了之後遇到種種美好的效應。」這位學生後來更成功考取國小正式教師。她感動的說：「看著學生一路的辛苦與努力串連起小小的成就，而這些在過程中不斷成長的代價就是經驗，這也是當老師最大的成就來源。」
Reflecting on sad situations in which she was unable to offer support, Professor Hsiung blames herself and feels heartbroken; despite this, she persists in the matters that she believes to be meaningful with a passion. These efforts – her words and her classes – can significantly influence students. Professor Hsiung happily shared with us the messages she had from a student who graduated recently: “Thank you, professor, for a class back then, which led to had such wonderful results for me later.” This student even became a formal teacher in an elementary school. Professor Hsiung reflects, “I get to see students’ endeavors and hard work connect to accomplish even something small, while these sacrifices made for constant growth in the process become experience. This is the greatest sense of accomplishment as a teacher.”
對學生來說，導師是個無論在學習、家庭或感情關係，遇到任何問題有個傾訴的對象，時時有著被在乎與關心的重要存在。「曾經有學生在選擇系所上感到迷茫徬徨，我分析系所狀況、提供資源參考，後來學生雖選擇了更具挑戰性的系所，但是很替他感到驕傲，因為選擇並沒有一定的對錯，」玉雯老師以自己的人生經歷指引學生往更積極、正面的方向前進。
For students, a teacher acts is someone they can talk to about issues regarding studying, family, or relationships, with whom they can always feel the vital support of being cared for. “I had a student who was bewildered about choosing the right department, so I analyzed the conditions of the departments and provided sources for reference. Although that student chose a different department in the end, I am still proud of him, as there is no absolute right or wrong choice.” Professor Hsiung guides students to advance toward more active and positive directions with her life experience.
看著外籍學生這一年來認真學習的態度，中文能力從零進步到中級程度，玉雯老師辛慰的表示，只要學生願意學習、增加專業實力，即使需付出更多時間與心力，運用額外課後輔導教學，她始終全力以赴。「一時的挫敗並不代表永遠，只要持續保持學習的動力，堅持朝著既定目標勇敢向前，道路上雖然會遇到一些絆腳石，繞個路也許下一步會有更好的安排。」她勉勵學生並感謝學校境外組Daisy、國際處禾佳與軍訓室黃吉益教官，對於外籍生無微不至的照顧。有四方的齊心合力，才能讓外籍生的輔導更加圓滿。
Watching the foreign students with their sincere learning attitude in the past year, improving their Chinese ability from beginner to intermediate levels, Professor Hsiung indicated happily that as long as the students are willing to learn and enhance their professional strengths, she will do her best, even if she has to devote more time and effort and use after-school teaching. “One failure does not represent forever—as long as you continue to maintain motivation for learning, and to persist bravely towards your goals, although there will be some setbacks along the path, taking a detour may be a better arrangement for the next step.” She encourages students and shows appreciation to Daisy from the International and Mainland Students Advising Division, Ho-Chia from the Office of International and Cross-Strait Education, and Professor Huang Chi-Yi from the Military Education Office for their meticulous care towards the foreign students. It is the collaboration among all four parties that allows for more successful consultation for the foreign students.