摘要
区域国别中文教育既是对国家战略需求与区域发展诉求的现实回应,也是学科自身发展与教育实践优化的内在需要。区域国别中文教育可以借鉴哲学领域的三个核心概念,即本体论、认识论、方法论,展开学科理论框架的系统构建。本体论层面,要融合区域国别学、教育学、语言学三大基础学科,并延伸至文化学、政治学等相关交叉学科,确立学科的知识根基。认识论层面,要秉持整体系统观、全球视野观与多元互鉴观,构建学科的认知逻辑与价值取向。方法论层面,要聚焦本土化取向、跨学科交叉与多维比较三大路径,明确学科实践的具体进路。理论逻辑上,三者形成定位、基础、路径的逻辑闭环。本体论锚定理论框架的核心定位,认识论搭建理论框架的认知基础,方法论提供理论框架的实践路径。实践逻辑上,本体论指引实践目标,认识论校准实践内容,方法论指导实践方法,三者交互呼应,共同推进区域国别中文教育学科体系的构建。
Regional and country-specific Chinese language education is not only a practical response to our national strategic needs and regional development demands,but also an inherent need for its disciplinary development and the optimization of educational practices.Regional and country-specific Chinese language education can draw on the three core concepts in the field of philosophy,namely ontology,epistemology and methodology,to systematically construct its theoretical framework.At the ontological level,it is necessary to integrate the three fundamental disciplines of regional and country-specific studies,education,and linguistics,and extend them to related interdisciplinary fields such as cultural studies and political science to establish their foundations of knowledge.At the epistemological level,it is necessary to uphold the views of the holistic system,the global horizon,and the mutual learning among different cultures,and construct its cognitive logic and value orientation.At the methodological level,it is necessary to focus on three major approaches:localization-based orientation,interdisciplinary intersection,and multidimensional comparison,and clarify the specific approach of its disciplinary practice.In terms of theoretical logic,the three form a logical closed-loop system of positioning,foundation and approach.Its ontology anchors the core positioning of the theoretical framework,its epistemology builds the cognitive foundation of the theoretical framework,and its methodology provides the implementation approach of the theoretical framework.In terms of practical logic,its ontology guides its practical goals,its epistemology targets its practical content,its methodology guides its practical methods,and the three integrate and complement each other to jointly promote the construction of the disciplinary system of regional and country-specific Chinese language education.
作者
李敬欢
于露
LI Jinghuan;YU Lu(School of International Cultural Exchange,Xinjiang Normal University,Urumqi 830017,China)
出处
《云南师范大学学报(对外汉语教学与研究版)》
2025年第5期18-26,共9页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
基金
国家社会科学基金一般项目“中文教育服务中俄新时代全面战略协作伙伴关系路径研究”(21BYY085)。
关键词
国际中文教育
区域国别学
区域国别中文教育
学科体系
交叉学科
international Chinese language education
regional and country-specific studies
regional and country-specific Chinese language education
disciplinary system
interdisciplinary
