面向中亚的区域化汉语教育人才跨文化能力培养研究
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摘要
"一带一路,语言铺路"。中亚是连接欧亚大陆的重要枢纽,也是中国推进汉语传播的重镇,但由于中国与中亚诸国存在较大的语言文化差异,国际汉语教师跨文化能力欠缺,从而制约了汉语中亚传播的进程。如何培养适应中亚汉语学习需求的区域化汉语教育人才成为目前的迫切任务。从意识、知识、能力三个维度分析了面向中亚的汉语教育人才跨文化能力核心构成,并提出"语言+文化"的大文化课程培养、"体验+浸入"的多路径实践培训相结合的培养模式。
"Language needs to pave the way for the Belt and Road Initiative. "Central Asia is an important hub for Eurasia,and it is also an important place for China to promote the spreading of Chinese language. Due to language and cultural differences between the Central Asian countries and China,Chinese teachers are lack of intercultural competence,which restricts the process of communication in Central Asia in Chinese. Therefore,it has become an urgent task to train regional Chinese teachers to meet the needs of Chinese language teaching in Central Asia. From the three dimensions of consciousness,knowledge and competence,the core composition of intercultural competence of regional Chinese teacher for Central Asia is analyzed in this paper. In addition,the "language and culture"curriculum cultivation mode and the "experience and immersion"multi-path practice mode are also put forward.
"Language needs to pave the way for the Belt and Road Initiative. "Central Asia is an important hub for Eurasia,and it is also an important place for China to promote the spreading of Chinese language. Due to language and cultural differences between the Central Asian countries and China,Chinese teachers are lack of intercultural competence,which restricts the process of communication in Central Asia in Chinese. Therefore,it has become an urgent task to train regional Chinese teachers to meet the needs of Chinese language teaching in Central Asia. From the three dimensions of consciousness,knowledge and competence,the core composition of intercultural competence of regional Chinese teacher for Central Asia is analyzed in this paper. In addition,the "language and culture"curriculum cultivation mode and the "experience and immersion"multi-path practice mode are also put forward.
引文
[1]李琰,聂曦.中亚高校汉语国际教育发展现状研究[J].新疆师范大学学报:哲社版,2016,(5):77-84.
[2]伊莉曼·艾孜买提,俞菁.塔吉克斯坦高校汉语教材适用性调查[J].双语教育研究,2014,(4):62-82.
[3]土库曼斯坦.金色世纪.新学年部分中小学和高校将教授汉语和日语[OL/EB]. http://www. turkmenistan.gov. tm/? id=9998,2015-11-27.
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[5]孔子学院总部/国家汉办.国际汉语教师标准[S].北京:外语教学与研究出版社,2015:6.
[6]新华社.借鉴历史经验创新合作理念,让“一带一路”建设推动各国共同发展[EB/OL].[2016-05-01].http://news. xinhuanet. com/mrdx/2016-05/01/c_135326297. htm.
[7] Byram. Teaching and Assessing Intercultural Communicative Competence[M]. Multilingual Matters. Ltd,England. 1997.
[8]吴萧,肖芬.国际商务中的跨文化能力概念模型构建[J].英语广场:学术研究,2013,(1):29-34.
(1)全球孔子学院(课堂),国家汉办网http://www.hanban.edu.cn/confuciousinstitutes/node_10961.htm
[2]伊莉曼·艾孜买提,俞菁.塔吉克斯坦高校汉语教材适用性调查[J].双语教育研究,2014,(4):62-82.
[3]土库曼斯坦.金色世纪.新学年部分中小学和高校将教授汉语和日语[OL/EB]. http://www. turkmenistan.gov. tm/? id=9998,2015-11-27.
[4]崔希亮.汉语国际教育“三教问题”的核心与基础[J].世界汉语教学,2010,(1):73-81.
[5]孔子学院总部/国家汉办.国际汉语教师标准[S].北京:外语教学与研究出版社,2015:6.
[6]新华社.借鉴历史经验创新合作理念,让“一带一路”建设推动各国共同发展[EB/OL].[2016-05-01].http://news. xinhuanet. com/mrdx/2016-05/01/c_135326297. htm.
[7] Byram. Teaching and Assessing Intercultural Communicative Competence[M]. Multilingual Matters. Ltd,England. 1997.
[8]吴萧,肖芬.国际商务中的跨文化能力概念模型构建[J].英语广场:学术研究,2013,(1):29-34.
(1)全球孔子学院(课堂),国家汉办网http://www.hanban.edu.cn/confuciousinstitutes/node_10961.htm