「語言召喚存有」是海德格語言哲學的要旨，本文探討「存有」（Dasein）之於華語教學在跨文化課堂中的意義與可能，以提供以跨文化溝通能力為目標之華語課堂另一發展途徑。為了清楚語言召喚存有的意涵及其與跨文化華語教學的互動關係，首先對「存有」的基本思想進行描述，包括人與物的「在手存有」（readiness-to-hand）、「手邊存有」（presence-at-hand）、人與人的「關切」（Besorgen, concern）、「關懷」（Fürsorge, solicitude），其次，從「語言」（Sage）與「言談」（Rede）思考華語作為跨文化課堂的角色，最後以「解蔽」為考量提出華語文跨文化教學的建議。

Language can evocative “Being”（Dasein）is the essence of Heidegger's philosophy of language. This study explores the meaning and function of “Being” （Dasein）in Chinese in intercultural classrooms, and target to develop a universal cultural teaching model in intercultural classrooms. In order to clarify the implications of language create existence and its relationship with intercultural Chinese teaching, we first describe the basic idea of “Being”（Dasein）, coming with the concept of survival and “unconcealedness”（Aletheia）, and have a further discussion of differences in the teacher-student relationship between “solicitude”（Fürsorge）and “concern”（Besorgen）and “care”（Sorge）. Secondly, the meaning of “to understand（Verstehen）and “explain”（Auslegung）in intercultural class is explored. Lastly, the role of Chinese language is an intercultural classroom is discussed in the aspect of “language” and “counsel” （Rede）under the consideration of “unconcealedness”, and seven layers of cultural teaching steps is proposed by phenomenological methods.