“一带一路”建设与中国多民族国家的语文教育教学  

“The Belt and Road Initiative”and Chinese Education and Teaching in Multi-ethnic Country of China

作　　者：吴正彪[1,2] 肖莉[2] WU Zheng-biao;XIAO Li(Southern Minority Language Research Center,China Three Gorges University,Yichang 443002,China;National College,China Theree Gorges University,Yichang 443002,China)

机构地区：[1]三峡大学南方少数民族语言研究中心,湖北宜昌443002 [2]三峡大学民族学院,湖北宜昌443002

出　　处：《民族高等教育研究》2018年第2期83-86,共4页Research on Higher Education of Nationalities

基　　金：国家社科基金项目"贵州清水江流域苗语调查研究"(项目编号:16BYY172)的系列研究成果;广西高校人文社会科学重点研究基地项目"左右江革命老区乡村文化建设研究"(项目编号:LQ15A03)的系列研究成果

摘　　要：在中国"一带一路"建设的对外国家中,沿线有六十四个国家、五十六种官方语言及二千四百多种不同的民族语言。为此,借鉴历史经验启动中国的各种教学平台,规划教育语言使用环境,充分发挥中华民族大家庭中多民族、多语种的潜在优势,通过语言文字教育构建人类命运共同体的发展理念,不仅能够为国家"一带一路"的产业合作奠定基础,同时也可以为国家语言能力的人才培养提供支持。Among the foreign countries building the“Belt and Road”in China,there are 64 countries,56 official languages and 2400 different national languages along the route.To this end,drawing on historical experience,we should start all kinds of teaching platforms in China,plan the environment for using educational languages,give full play to the potential advantages of multi-ethnic and multilingual Chinese families,and construct a community of human destiny through language education,which not only lays the foundation for the industrial cooperation of“the Belt and Road”of the country but also at the same time provides support for the cultivation of talents in national language ability.

关 键 词：“一带一路” 多民族国家 语言资源优势 

分 类 号：G642[文化科学—高等教育学]