“汉语作为第二语言教学”课程建设的现状与对策  

Current Situation and Countermeasures of the Course Construction of “Teaching Chinese as a Second Language”

作　　者：张秋娥[1] ZHANG Qiu-e(College of Literature,Anyang Normal University,Anyang,Henan 455002,China)

机构地区：[1]安阳师范学院文学院

出　　处：《沧州师范学院学报》2019年第2期122-125,共4页Journal of Cangzhou Normal University

基　　金：河南省高等教育教学改革研究与实践项目“汉语国际教育专业硕士‘汉语作为第二语言教学’课程建设的研究与实践”,编号:No.2017SJGLX107Y;河南省汉语国际推广汉字文化基地成果

摘　　要：“汉语作为第二语言教学”在《全日制汉语国际教育硕士专业学位研究生指导性培养方案》设置的核心课程中居于首位,是汉语国际教育硕士专业学位研究生最重要的核心课程。就目前“汉语作为第二语言教学”课程建设的现状而言,还有许多亟待解决的问题。要改变“汉语作为第二语言教学”课程建设的现状可以从以下方面进行:构建知识、能力、素质培养的“三位一体”课程内容体系,形成具体、多样、操作性强的“多法并用”教学方法体系,建立教学、管理、研究等能力并举的“多项综合”课程考核体系。“Teaching Chinese as a Second Language” is high on the list in the core curriculum of the “Guiding Training Program for Full-time Master's Degree in Chinese International Education”. It is the most important core course for postgraduates majored in teaching Chinese to speakers of other language. Regarding the current situation of the curriculum construction of “Teaching Chinese as a Second Language ”, there are still many problems. To solve these problems, effort can be made from the following aspect: Construct the “trinity” curriculum content system of knowledge, ability and quality training, form a concrete, diversified and highly operational “multi-met hod combined” teaching method system, and establish a “multi-comprehensive” curriculum assessment system with teaching, management and research capabilities.

关 键 词：汉语国际教育 专业硕士 汉语作为第二语言教学 课程建设 

分 类 号：G642[文化科学—高等教育学]