欧洲汉语二语教学学科建设初探  

A Preliminary Study on the Discipline Development of Teaching Chinese as Second Language in Europe

作　　者：周敏康[1] Zhou Minkang(Translation&Interpreting Faculty,Barcelona Autonomous University,C.P.08193 Barcelona,Spain)

机构地区：[1]巴塞罗那自治大学翻译学院,西班牙巴塞罗那08193

出　　处：《华文教学与研究》2020年第3期1-8,17,共9页TCSOL Studies

摘　　要：自19世纪中叶起,汉语作为第二语言教学在欧洲至今已经走过近180年的历程。今天,欧洲汉语教学界和专家们都在积极思考如何在欧洲各国的中小学主流教育体系以及欧盟统一的高等教育体系内推动并完善汉语二语教学,将其发展成为欧洲主流外语教学学科的一个重要组成部分。我们认为,欧洲汉语二语教学的学科建设,首先需要厘清学科的名称,学科的基础理论体系和应用理论体系;其次,需要明确学科发展的终极目标;最后,本文提出了欧洲汉语二语教学学科建设的5条建议。Teaching Chinese as a second language(TCSL)in Europe has a history of nearly 180 years since its beginning in the mid-nineteenth century.Today,the European Chinese teaching community is actively thinking about how to promote and improve the teaching of Chinese as a second language in the mainstream primary and secondary education system and in the unified higher education system so that Chinese teaching could develop and be an important part of the main foreign language teaching discipline in Europe.We argue that firstly,it's necessary clarify the discipline of Chinese teaching and the construc⁃tion of basic and applied theory system of the discipline and,secondly,it is necessary to define the ultimate aim of the disci⁃pline.This paper concludes with five suggestions for the construction of the Chinese language teaching discipline in Europe.

关 键 词：学科名称 理论体系 终极目标 学科建设 国际合作 

分 类 号：H1-01[语言文字—汉语] H195