案例解读国际汉语教师跨文化交际胜任力  

CFL Teachers’Intercultural Communication Competence through Case Analysis

作　　者：李顺琴[1] 舒婷 Shunqin Li;Ting Shu(International College at Yunnan Agricultural University,China)

机构地区：[1]云南农业大学国际院(中国)

出　　处：《汉语教学方法与技术》2021年第1期69-84,I0009,I0010,共18页Chinese Language Teaching Methodology and Technology

基　　金：云南农业大学“新文科研究与改革实践项目”的支持,项目编号:YNAU2021XGK07。

摘　　要：世界汉语学习的需求对国际汉语教师胜任力提出了更高的要求,跨文化交际任力作为国际汉语教师胜任力特殊又重要的一部分需引起关注。本文使用内容分析法,对《跨文化交际案例与分析》和国汉语教师经典详解中收集的86个案例,按照跨文化交际的7个要素(环境适应、跨文化融合化沟通、自我调控、表达交流、外语言、合作精神)进行分类整理,并精选典型案例对国际汉语教师的跨文化交能力进行分析解读,以明确国际汉语教师跨文化交际胜任力发展有待努力提升的方向,为高等院校、人才选拔和培养机构以及教师个人提高国际汉语教师的跨文化交际胜任力提出了意见和建议。The demand for Chinese learning in the world puts forward higher needs for the competence of a CFL(Chinese as a Foreign Language)teacher.A CFL teacher’s intercultural communication competence(ICC),as a unique and critical part,needs to be concerned more.Inductive and descriptive approaches were used to analyze 86 ICC cases identified from"Cases and Analysis of Cross-cultural Communication"and"Detailed Explanation of Classic Cases of International Chinese Teachers."The cases were categorized into seven cross-cultural communication elements:environmental adaptation,cross-cultural integration,cross-cultural communication,self-regulation,communication,foreign language,and team spirit.Typical cases of each category were selected to analyze and clarify how to improve a CFL teacher’s ICC.Based on the results,we made suggestions on improving the CFL Teacher’s ICC to universities,talent selection and training institutions,and teachers.

关 键 词：国际汉语教师 跨文化交际胜任力 案例 分析 

分 类 号：H31[语言文字—英语]