摘要
目前国际汉语教育的国际化、本土化、国别化的提法,被广为使用,但因所指不明,概念的内涵与外延均不甚清晰,容易造成思想的混乱。不能笼统地谈国际汉语教育的"国际化",要分别对待,以利于国际汉语教育的长期发展。汉语作为外语教师应该本土化,也就是应该大量培养母语非汉语的本土汉语教师,大力提升汉语水平,完善汉语教师的知识结构,逐渐使其成为国际汉语教师主体。汉语课程设置应国际化,其缺失表现在,多少忽视了系统语言知识的讲授。汉语教学模式、教学方法应该国际化,这之中要让外国学习者了解并掌握汉语的思维习惯,从而学会正确的汉语表达方式。汉语作为外语教材的语言内容,不能国际化。作为语言教育用的国别化汉语教材,应该教授标准的普通话和规范的汉字。
Nowadays, such terms as internationalization, localization and nationalization are widely used in the international Chinese-language education. However, the connotations and extension of these terms are defined vaguely, which inevitably lead to confusions. It is inappropriate to take these terms for granted. It is necessary to take more details into account so as to promote its disciplinary development in the long run. The TCSL teachers should definitely be localized. A large number of local teachers in other countries, whose mother tongue is not Chinese, should be trained in Chinese language proficiency,and their knowledge structure of Chinese should be improved as well so that the local teachers could play a major role in the teaching of Chinese. Because the knowledge structure of the ex- isting Chinese textbooks is not systematic, the curricula of international Chinese-language education should be improved and internationalized,The teaching models and methodology should also be internationalized, which aims to help foreign learners to understand and form the Chinese mode of thinking and grasp the correct Chinese expressions. Nevertheless, the linguistic contents in TCSL textbooks should not be internationalized. The country-specific Chinese textbooks should focus on the teaching of Mandarin, standard Chinese characters and pronunciation.
出处
《云南师范大学学报（对外汉语教学与研究版）》
2014年第2期24-31,共8页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
关键词
国际汉语教育
国际化
本土化
国别化
international Chinese-language education
internationalization
localization
nationalization
