职业中文能力等级标准的构建  

The Construction of Vocational Chinese Proficiency Grading Standards

作　　者：宋继华[1] 马箭飞 朱志平[3] 王静[4] 彭炜明[1] 陈晨[1] SONG Jihua;MA Jianfei;ZHU Zhiping;WANG Jing;PENG Weiming;CHEN Chen

机构地区：[1]北京师范大学人工智能学院,北京100875 [2]教育部中外语言交流合作中心,北京100088 [3]北京师范大学国际中文教育学院,北京100875 [4]中国就业培训技术指导中心,北京100101

出　　处：《语言文字应用》2022年第2期2-14,共13页Applied Linguistics

基　　金：教育部中外语言交流合作中心“《职业汉语能力标准》构建及支撑平台”和北京市社科基金重大项目“国际少儿通用汉语能力标准研究”(17ZDA10)的资助。

摘　　要：在“一带一路”倡议和中国职业教育“走出去”的大背景下,职业中文教学逐渐成为国际中文教育发展趋势之一。职业中文能力的培养在助力“一带一路”建设和共建人类命运共同体方面起着桥梁作用。鉴于目前职业中文能力培养面临着语言能力与职业技能难以同步提升、职业标准与中文标准难以融合的问题,本文基于认识论、方法论和技术表达的研究路径,提出了职业中文能力等级标准的基本框架,分别从基础理论、领域界定、研制方法、表达与应用等几方面对其进行阐释,以期为职业中文教学提供参考,助力国际中文标准体系建设。Vocational Chinese education has gradually become one of the trends in international Chinese education development against the background of China’s Belt and Road Initiative and Chinese vocational education’s“Going Out”Strategy. The cultivation of vocational Chinese skills contributes to the construction of Belt and Road and the creation of a community with a shared future for mankind. Nevertheless, the cultivation of vocational Chinese skills is facing several challenges, including the difficulties of improving language ability and vocational ability simultaneously and fusing vocational standards with Chinese language standards.In this paper, a basic framework of the grading standards for vocational Chinese skills is proposed by integrating epistemology, methodology and technological means. The paper discussed the grading standards framework through its theoretical foundation, boundary definition, development method, and application. The grading standards framework serves as a reference for vocational Chinese education and the development of international Chinese education standards system.

关 键 词：职业中文能力等级标准 职业教育 标准框架 国际中文教育 

分 类 号：H195[语言文字—汉语]