在孔子學院的相關研究中，大多專注在其作為軟實力與公共外交的功能，卻較少討論孔子學院的運作模式、師資與教材實作，也不瞭解孔子學院對外國學生的影響為何。本研究透過在德國一所高中的田野訪談理解中文課程在德國高中制度化的過程，分析孔子學院如何巧妙地繞過德國聯邦制度的複雜性與其中阻礙，在德國高中的語言班級中，施行中文教育。本研究將德國孔子學院的運作區分為三種類型，藉以提供分析孔子學院現象的框架，即：外方主導型、理想型、中方（漢辦）主導型三者。從漢辦對於教材的編輯、出版，到其進入德國中學中被使用，本文展現學生接收漢辦主導的教材及授課內容之後，其對於中國的感知與看法，如何隨之出現強烈的改變，甚至少數學生抱持親威權主義，質疑華人是否適合民主。本研究的結果，將有助於反思，地方政府與學校機構，如何應對外來力量對於學校課程與教育的影響的相關議題。

Despite the vast body of research on Confucius Institutes as tools of soft power and public diplomacy, little attention has been given to the question of how students might be affected by teaching material and personnel controlled by the Chinese party-state. This study is based on three months of fieldwork in a German high school, and interviews with more than 50 individuals. It describes in detail the process of institutionalization of Chinese language classes in a German high school, offering the first such analysis of how Confucius Institutes circumvent the difficulties presented by Germany’s federal system to establish a presence inside a school. It furthermore develops a typology of different CI types in Germany, thereby providing a new framework for the analysis of the Confucius Institute phenomenon. It distinguishes between three different CI types: The host-dominated type, the ideal type, and the Hanban-dominated type. From the editing and publishing of Hanban teaching material, to its introduction to and application inside a German high school, this thesis shows how Hanban-commissioned and –sanctioned textbooks as well as CI teachers were received by students and how students’ perceptions of China changed strongly over the years. A minority of students even showed signs of pro-authoritarian tendencies, arguing in favor of one-party-rule and questioning the Chinese people’s ability for democracy. The findings of this thesis will hopefully prompt a re-thinking of how local governments and school administrations deal with the issue of foreign influence on school curricula and teaching.

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