外語教學中，錄像拍攝能促進學生在“做中學”（Boeckmann 2008: 115），但是錄像制造過程中的技術挑戰以及繁重的工作量，讓教師及學生對此望而生畏。教師們仍然認為instruction（以老師的指令為主的教學方式），更為高效。長期以來，instruction與construction （建構主義教學）通常被視為教學中對立的概念（Möller 2012: 37）。如何在課堂有限時間內，盡可能擴大學習效果，這一主題值得不斷研究。本文基於筆者2018年夏與德國學生們完成的錄像制作活動，探討錄像制作作為教學手段的潛力和挑戰。

In foreign language teaching, video production as a form of „learning by making“ (Boeckmann 2008: 115) can motivate students and give them more autonomy. However, teachers sometimes report a lack of motivation of the students in video production. The technical challenges or the high workload could hinder teachers or students from producing videos. Teachers still prefer instruction as an efficient form of teaching. In teaching practice, construction and instruction have been described as opposing forms of teaching since long time (cf. Möller 2012: 37). It remains an exciting question how teachers can help students achieve the maximum possible output in the classrooms within a limited time. Based on a successful video project carried out by some German students in the summer semester 2018, this paper reflects on the challenges and potential of video production in Chinese classes.