“一带一路”背景下对外汉语地域性教材的编写策略  

On the Compilation Strategy of Regional Textbooks for TCSL under the Background of "One Belt and One Road"

作　　者：莫娇[1] MO Jiao(School of Literature,Jilin Normal University,Siping Jilin,136000)

机构地区：[1]吉林师范大学文学院,吉林四平136000

出　　处：《山西大同大学学报（社会科学版）》2022年第2期130-133,共4页Journal of Shanxi Datong University(Social Science Edition)

摘　　要：“一带一路”理念促进了沿线国家和地区在经济文化等多方面的深度往来,也催发了作为交际工具语言的学习热潮。深度的交流需要深度的语言学习,以汉语教学为例,需要有配套体系随之改变。教材作为教学的纲领和基石首当其冲,深度且专业的对外汉语教学除去通识性教材外,还需要本土化和地域性视角。本土化教材服务于“走出去”的对外汉语教学;“地域化”教材服务于“引进来”的汉语学习者。“本土化”的教材谈论较多,但“地域性”教材的谈论尚少。本文以东北文化为例谈论对外汉语地域性教材的编写问题,从“一带一路”理念带来的需求变化出发,探讨“地域性”文化教材研究现状、编写原则以及析取的教材内容,以期树立“地域性”文化教材编写理念,更好地服务于对外汉语教学。The concept of "One Belt and One Road" has promoted the in-depth economic and cultural exchanges between countries and regions along the routes, and also promoted learning enthusiasm of language as a communicative tool. In-depth communication requires in-depth language learning. Taking Chinese teaching as an example, a supporting system needs to change accordingly.As the program and cornerstone of teaching, teaching materials bear the brunt. In addition to general teaching materials, in-depth and professional teaching of Chinese as a foreign language also requires localization and regional perspective. Localized textbooks serve the goal "going global" of Chinese teaching, and "regional" textbooks serve "imported" Chinese learners. "Local" textbooks are often talked about, while "regional" textbooks are seldom talked about. The author takes the northeast culture as an example to talk about the edition of Chinese textbooks as a foreign language. Starting from the demand changes brought by the concept of "One Belt and One Road", the author discusses the research status, compilation principles and content of "regional" cultural teaching materials, in order to establish the concept of "regional" cultural teaching materials and better serve the teaching of Chinese as a foreign language.

关 键 词：“一带一路” 地域性教材 东北文化 

分 类 号：H195.4[语言文字—汉语]