基础教育阶段汉语国际教育课程开发探索
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摘要
在基础教育阶段进行的汉语国际教育课程的开发丰富了汉语国际教育课程体系,推进基础教育阶段区域国际化教育交流合作,形成优势互补,同时鼓励学校开展多种形式的国际交流与合作,促进学校全方位发展,培养学生的国际化视野,提升中外学生的国际合作与交流能力。汉语国际教育课程的开发丰富了汉语国际教育的内涵,提升了我国汉语国际教育水平,提高了我国教育国际化水平。促进我国基础教育改革发展,扩大汉语的影响力.本文采用了调查法、跨学科研究法、个案追踪法、文献研究法相结合的综合研究方法,对基础教育阶段汉语国际教育课程体系的现状、所存在的问题、发展趋势进行分析,使之系统化、理论化。课程开发过程中,坚持用国际视野来把握和发展教育,以汉语国际教育为载体,以国际化人才培养为核心,坚持以学生的发展为本,充分利用学校和社区的课程资源,通过各种教育手段和措施,倡导以学生为主体的体验性学习和探究性学习,培养学生自主发现、合作探究、自主解决问题的意识和能力,培养具有国际理解能力的人,促进多元文化之间相互理解,相互尊重,共同发展。汉语教师在开发课程的过程中,需做到能够面对不同学生创设适当的语境、有效教学,让学生乐于参与,培养语用的能力。此外,课程开发不仅仅停留在教科书和课堂之中,还应渗透到学校工作的方方面面。基础教育阶段的汉语国际教育课程结构主要由必修课程、选修课程、隐性课程、活动课程四部分构成。要发挥课程的整体效应,就要对课程内容和结构进行优化重组。学校在多年的实践中,总结、完善课程设置,建构了相对科学,对汉语国际教育行之有效的课程体系。在课程开发的过程中,我校先后与英方教师合作开发“汉语教学课程”,推动中英两国的广播操交流,积极参与中英校际连线项目,同时坚持校际常规教育教学交流。探索出了适用于青少年,符合学生发展规律,认知水平的汉语教学课程模式,促进了学生的发展,加强了区域教育领域的合作与交流,提高了汉语国际教学的效果。
At the phase of basic education, the development of Chinese international curriculum greatly enriches its courses system, advances in the communication and cooperation of Internationalization education, and gradually forms the situation of mutual benefits. Simultaneously, it also encourages schools to develop various activities on international intercourse, promotes the development of comprehensive aspects, and cultivates students to possess international vision so that they can improve the ability of international cooperation and intercourse. The development of Chinese international curriculum enriches the internal concept of Chinese international education itself, enhances the native education internationalization level. The curriculum development promotes the basic education innovation, upgrades the soft-power in China and spreads abroad the Chinese traditional culture. By means of questionnaire, research among multi-subjects, case tracing, literature reference and other compensative methods, we analyze the current problems and tendency of the phase of basic education to make it systematized and theorized. During the process of curriculum development, we insist on holding and developing education in an international vision, taking Chinese international education as a carrier, focusing on the cultivating talents, and basing on the development of students’growth, making full use of the school and community resources, developing students' abilities by different methods and measures. We advocate that experiences and research of study be completed by the main body of students trained on the abilities of active researching, independent finding out and solving problems and cooperative enquiring, so that they can do well in international understanding, advancing the mutual understanding and respects on multiculturalism to reach the mutual development. During the process of curriculum development, Chinese teachers need to be able to face different students to create appropriate context, to make effective teaching, and to activate the students willing to participation, to raise the pragmatic ability as well. In addition, not only does the curriculum development stay in textbooks and in class, but it should infiltrate all aspects of the school work. Basic education phase of the Chinese international education course structure mainly includes four parts: compulsory courses, elective courses, the hidden curriculum and activities of the courses. In order to make the whole course effective, we have to go on the optimization and restructuring of the course content and structure. After practicing several years, we have summarized, perfected the curriculum and constructed a scientific, effective international education system. In the process of curriculum development, our school, with the British teachers, has developed "Chinese teaching course", and greatly promoted the communication of teenagers' body exercises in both countries, actively participated in the intercollegiate attachment project, at the same time, insisted intercollegiate conventional education teaching exchange. We now explore a Chinese teaching mode which is both applying to teenagers and according with student development law, to promote the development of the students, also keep strengthening the education in the field of regional cooperation and exchange, to improve the Chinese international teaching effect.
At the phase of basic education, the development of Chinese international curriculum greatly enriches its courses system, advances in the communication and cooperation of Internationalization education, and gradually forms the situation of mutual benefits. Simultaneously, it also encourages schools to develop various activities on international intercourse, promotes the development of comprehensive aspects, and cultivates students to possess international vision so that they can improve the ability of international cooperation and intercourse. The development of Chinese international curriculum enriches the internal concept of Chinese international education itself, enhances the native education internationalization level. The curriculum development promotes the basic education innovation, upgrades the soft-power in China and spreads abroad the Chinese traditional culture. By means of questionnaire, research among multi-subjects, case tracing, literature reference and other compensative methods, we analyze the current problems and tendency of the phase of basic education to make it systematized and theorized. During the process of curriculum development, we insist on holding and developing education in an international vision, taking Chinese international education as a carrier, focusing on the cultivating talents, and basing on the development of students’growth, making full use of the school and community resources, developing students' abilities by different methods and measures. We advocate that experiences and research of study be completed by the main body of students trained on the abilities of active researching, independent finding out and solving problems and cooperative enquiring, so that they can do well in international understanding, advancing the mutual understanding and respects on multiculturalism to reach the mutual development. During the process of curriculum development, Chinese teachers need to be able to face different students to create appropriate context, to make effective teaching, and to activate the students willing to participation, to raise the pragmatic ability as well. In addition, not only does the curriculum development stay in textbooks and in class, but it should infiltrate all aspects of the school work. Basic education phase of the Chinese international education course structure mainly includes four parts: compulsory courses, elective courses, the hidden curriculum and activities of the courses. In order to make the whole course effective, we have to go on the optimization and restructuring of the course content and structure. After practicing several years, we have summarized, perfected the curriculum and constructed a scientific, effective international education system. In the process of curriculum development, our school, with the British teachers, has developed "Chinese teaching course", and greatly promoted the communication of teenagers' body exercises in both countries, actively participated in the intercollegiate attachment project, at the same time, insisted intercollegiate conventional education teaching exchange. We now explore a Chinese teaching mode which is both applying to teenagers and according with student development law, to promote the development of the students, also keep strengthening the education in the field of regional cooperation and exchange, to improve the Chinese international teaching effect.
引文
3王鉴何喜刚(2000)詹姆斯?A?班克斯的多元文化课程理论,《比较教育研究》第1期。
1.曹保平唐兴全(2010)汉语国际教育的战略管理,《广西社会科学》第4期
2.陈绂(2008)从北美地区中小学汉语教学的特点谈汉语国际教师的培养,《第九届国际汉语教学研讨会论文选》,高等教育出版社
3.崔希亮(2010a)汉语国际教育“三教”问题的核心与基础,《世界汉语教学》第1期
4.崔希亮(2010b)对外汉语教学与汉语国际教育的发展与展望,《语言文字应用》第2期
5.黄晓颖(2011)对外汉语教学中隐性课程的开发,《汉语学习》第1期
6.金铉哲(2008)关于韩国的汉语教学现状与发展,《第九届国际汉语教学研讨会论文选》,高等教育出版社
7.李禄兴王瑞(2008)国别化对外汉语教材的特征和编写原则,《第九届国际汉语教学研讨会论文选》,高等教育出版社
8.李泉(2010)国际汉语教学学科建设若干问题,《语言文字应用》第2期
9.李昕(2011)爱尔兰科克市中学汉语课程开设情况调查,《科教导刊》2月(上)
10.刘电芝阳泽(2001)校本课程开发的内容、模式与策略,《中国教育学刊》第3期
11.潘素英(2008)泰国南邦府中小学汉语教学情况调查,《第九届国际汉语教学研讨会论文选》,高等教育出版社
12.钱茜露(2011)美国公立学校汉语课程设置——以巴尔的摩市公立学校为例,《世界汉语教学》第1期
13.王鉴何喜刚(2000)詹姆斯?A?班克斯的多元文化课程理论,《比较教育研究》第1期
14.王学松(2005)加强中外合作汉语教学项目模式的研究,《中国高教研究》第6期
15.王宇,汉语国际推广要突出可持续性,《光明日报》2009年1月7日
16.徐弘冯睿(2008),海外汉语教学的新理念的思考,《第九届国际汉语教学研讨会论文选》,高等教育出版社
17.许琳(2007)汉语国际推广的形势和任务,《世界汉语教学》第2期
18.杨蓉蓉(2009)海外在校汉语教育发展趋势初探——以英国为例,《全球教育展望》第10期
19.曾祥喜(2008)奥地利汉语教学现状与发展——以维也纳地区为例,《第九届国际汉语教学研讨会论文选》,高等教育出版社
20.张和生(2008)汉语国际教育硕士培养的回顾与展望,国际汉语教育人才培养论丛(第1辑),北京大学出版社
21.张红蕴(2009)隐性课程研究与对外汉语教学,《语言教学与研究》第2期
22.张宁盛林(2008)澳大利亚南澳州中小学汉语教学及汉语师资与培训——兼论孔子学院的作用,《第九届国际汉语教学研讨会论文选》,高等教育出版社
23.赵金铭(2011)国际汉语教育研究的现状与拓展,《语言教学与研究》第4期
24.赵延风(2008)日本京都中小学幼稚园汉语教学现状调研及推广策略思考,《第九届国际汉语教学研讨会论文选》,高等教育出版社
25.朱志平(2005)海外中小学汉语教材的任务,《第八届国际汉语教学研讨会论文选》,高等教育出版社
1.曹保平唐兴全(2010)汉语国际教育的战略管理,《广西社会科学》第4期
2.陈绂(2008)从北美地区中小学汉语教学的特点谈汉语国际教师的培养,《第九届国际汉语教学研讨会论文选》,高等教育出版社
3.崔希亮(2010a)汉语国际教育“三教”问题的核心与基础,《世界汉语教学》第1期
4.崔希亮(2010b)对外汉语教学与汉语国际教育的发展与展望,《语言文字应用》第2期
5.黄晓颖(2011)对外汉语教学中隐性课程的开发,《汉语学习》第1期
6.金铉哲(2008)关于韩国的汉语教学现状与发展,《第九届国际汉语教学研讨会论文选》,高等教育出版社
7.李禄兴王瑞(2008)国别化对外汉语教材的特征和编写原则,《第九届国际汉语教学研讨会论文选》,高等教育出版社
8.李泉(2010)国际汉语教学学科建设若干问题,《语言文字应用》第2期
9.李昕(2011)爱尔兰科克市中学汉语课程开设情况调查,《科教导刊》2月(上)
10.刘电芝阳泽(2001)校本课程开发的内容、模式与策略,《中国教育学刊》第3期
11.潘素英(2008)泰国南邦府中小学汉语教学情况调查,《第九届国际汉语教学研讨会论文选》,高等教育出版社
12.钱茜露(2011)美国公立学校汉语课程设置——以巴尔的摩市公立学校为例,《世界汉语教学》第1期
13.王鉴何喜刚(2000)詹姆斯?A?班克斯的多元文化课程理论,《比较教育研究》第1期
14.王学松(2005)加强中外合作汉语教学项目模式的研究,《中国高教研究》第6期
15.王宇,汉语国际推广要突出可持续性,《光明日报》2009年1月7日
16.徐弘冯睿(2008),海外汉语教学的新理念的思考,《第九届国际汉语教学研讨会论文选》,高等教育出版社
17.许琳(2007)汉语国际推广的形势和任务,《世界汉语教学》第2期
18.杨蓉蓉(2009)海外在校汉语教育发展趋势初探——以英国为例,《全球教育展望》第10期
19.曾祥喜(2008)奥地利汉语教学现状与发展——以维也纳地区为例,《第九届国际汉语教学研讨会论文选》,高等教育出版社
20.张和生(2008)汉语国际教育硕士培养的回顾与展望,国际汉语教育人才培养论丛(第1辑),北京大学出版社
21.张红蕴(2009)隐性课程研究与对外汉语教学,《语言教学与研究》第2期
22.张宁盛林(2008)澳大利亚南澳州中小学汉语教学及汉语师资与培训——兼论孔子学院的作用,《第九届国际汉语教学研讨会论文选》,高等教育出版社
23.赵金铭(2011)国际汉语教育研究的现状与拓展,《语言教学与研究》第4期
24.赵延风(2008)日本京都中小学幼稚园汉语教学现状调研及推广策略思考,《第九届国际汉语教学研讨会论文选》,高等教育出版社
25.朱志平(2005)海外中小学汉语教材的任务,《第八届国际汉语教学研讨会论文选》,高等教育出版社