其指標的重要性排序，可提供導入該能力培育之機構作為相關課程規劃指引，更能作為華語文教學人員其數位教學核心能力的自我檢核之參考。
Chinese language learning has become a worldwide wave nowadays. In order to increase its contributions to International Chinese language teaching, Ministry of Edu-cation of Taiwan sponsored a research on building a set of capability indicators for In-ternet teaching abilities of Chinese language teachers in 2009, and finally developed 63 refined capability indicators. Those indicators are thorough and, hence, complicated by themselves. They also were not listed in priority order, therefore, were difficult to be manipulated for developing training courses and for end users.
Facing the massive capability indicators, Chinese language teachers find themselves at a loss of what to do without further understanding. In order to assist teachers to enhance their teaching capabilities of Chinese language through Internet, this research bases on these indicators and uses “Expert survey of core capabilities for Internet teaching abilities of Chinese language” as a research tool. Retrieved questionnaires were analyzed by Statistics measures of analytical hierarchy process (AHP) and the In-dependent samples T test. Results are concluded as following:
1.Results from analyzing priority order of each hieratically level.
2.There are no significant differences among experts from different research areas in prioritizing core capability indicator orders for Internet teaching abilities of Chinese language teachers.
Prioritizing capability indicator can provide guidelines for Chinese language teaching institute in planning corresponding training courses. And furthermore, a self-examination references for core capabilities for Internet teaching abilities of Chinese language teachers.
