基於在台申請美加大學的學生人數逐年增加，AP課程與考試扮演的角色因而受到相當地關注。然而，由於教學環境與資源的限制，台灣的AP中文教師在教學上面臨諸多挑戰。故本研究旨在從教師的經驗與認解中，探究AP中文教師在面對AP中文課程與考試時所發展之教師效能，並針對教師如何幫助學生準備AP中文考試的文化展演題做深度討論。因此，本文之研究目的包括：（一）分析在台AP中文教師在面對AP中文文化展演題教學時所需之專業知識與經驗；（二）了解在台AP中文教師在面對文化展演課程之情意狀況與其執行課程實際的經驗與情況；（三）探討提升AP中文教師在執行文化展演教學的教學效能之具體方法。
本研究的理論架構基於Bandura（1986, 1994, 1997）所提出之自我效能理論（self-efficacy），並結合Ashton和Webb（1986）以及Gibson和Dembo（1984）對教師效能與教學效能的定義，建立本文之研究架構，以深入探討與分析AP 中文教師的教師效能。藉由文獻分析法和個案研究，本文：第一、分析AP中文考試相關文獻與歷屆考題，了解試題的主要設計目的與走向；第二、透過半結構訪談，針對六位在台AP中文教師（焦點組，Focus Group）和五位在美AP中文教師（輔助比較組，Supporting Group）對AP 中文考試的了解程度，以及其教學經驗、教學環境與面對教學的態度，從多元的角度進行質化的個案分析，並比較兩組教師的資料，從中提出有效提升教師效能的建議。
本文的研究發現：（一）AP中文文化展演題著重和生活經驗相關的文化主題，教師可利用文化教學策略與活動訓練學生語言組織、架構、和詮釋與展演能力；（二）在台AP中文教師環境資源雖不盡相同，但提升AP中文的專業知識、教學經驗、和交流進修機會皆有助於增加其教師效能；（三）教師善用在台豐富的文化資源，可強化學生的文化經驗與表達能力。此外，本文建議增加在台AP中文教師與同儕交流和進修機會、提升硬軟體設備和支持國際華語教育政策，皆有助於提升AP中文教師之教學效能。本文最後亦在結論中提出建議之AP中文教學流程，以提供AP中文教師之教學輔助與參考。

關鍵字：AP中文考試，5Cs理論，華人文化，文化展演題，文化教學

The growing number of Taiwanese students applying to universities in the United States and Canada has underscored the importance of AP courses and exams. However, AP Chinese teachers in Taiwan encounter challenges due to limited resources. This study examines their teacher efficacy, focusing on experiences with the AP Chinese course and cultural presentation section. The research aims to: (1) analyze the professional knowledge and experience required for teaching the AP Chinese Cultural Presentation Task; (2) understand teachers' emotional states and actual experiences; and (3) explore strategies to enhance teaching effectiveness.
The theoretical framework for this study is based on Bandura’s self-efficacy theory (1986, 1994, 1997), and definitions of teacher and instructional efficacy by Ashton and Webb (1986) and Gibson and Dembo (1984). Using literature analysis and case studies, this research first examines AP Chinese exam literature and previous exam questions to understand their design and trends. It then employs semi-structured interviews with six AP Chinese teachers in Taiwan and five in the US to conduct a qualitative case analysis.
The findings reveal that: (1) AP Chinese cultural presentation questions emphasize cultural themes related to life experiences. Teachers can enhance students' abilities in language organization, structure, interpretation, and presentation through various teaching methods. (2) Despite varying resource environments, improving professional knowledge, teaching experience, and access to professional development opportunities can boost teacher efficacy. (3) Utilizing Taiwan's rich cultural resources can strengthen students' cultural experiences and expression. Recommendations include increasing teacher collaboration and workshops, enhancing educational resources, and supporting international Chinese language education policies to improve the teacher efficacy of AP Chinese teachers in Taiwan. Finally, this paper presents a reference AP Chinese teaching process to assist novice or under-resourced teachers.
Keywords: AP Chinese exam, 5Cs theory, Chinese culture, cultural presentation questions, cultural teaching

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