对外汉语教学虚拟化转型的任务和要求——以北京语言大学汉语速成学院“中级汉语综合课”为例  

Tasks and Requirements of Virtual Transformation of Teaching Chinese as a Foreign Language—Taking“Intermediate Chinese Comprehensive Course”at the College of Intensive Chinese Training,Bejing Language and Culture University as an Example

作　　者：管延增[1] Guan Yanzeng

机构地区：[1]北京语言大学汉语速成学院

出　　处：《国际中文教育（中英文）》2022年第4期71-78,共8页International Chinese Language Education

基　　金：北京社科基金重点项目“基于社会文化理论的汉语学习者课堂互动与调节的认知与神经机制研究”(项目编号:20YYA004);中央高校基本科研业务费专项资金北京语言大学院级项目“基于达成度的有效学习考核评价模式研究”(项目编号:21YJ010306);2022年北京语言大学国际中文教育教改重点项目“面向智慧教育的汉语写作课资源建设与教学模式研究”(项目编号:GJGZ202214)研究成果。

摘　　要：在当前全球重大公共卫生事件形势下,对外汉语传统线下课堂教学的教学设计、教学模式、评价标准与线上学习多元化需求间存在着巨大鸿沟。本研究基于“中级汉语综合课”教学实践和思考,对比分析传统线下课堂与虚拟线上课堂的特点与利弊,指出后疫情时代二者的融合发展趋势,从教学设计、教学模式、考核评价方式、教学资源、教育技术五个维度论述具体的变革要求。并对如何挖掘现有技术手段潜力,赋能虚拟线上课堂教学绩效,以满足线上学生多元化背景下的个性化学习需求进行了探讨与总结。Against the backdrop of the major global public health event,there is a huge gap between the teaching design,teaching mode,evaluation criteria of traditional offline Chinese L2 classroom teaching and the diversified needs of online learning.Based on the teaching practice and reflection of the“intermediate Chinese comprehensive course”,this study compares and analyzes the characteristics,advantages and disadvantages of the traditional offline classroom and the virtual online classroom,points out the development trend of the integration in the postpandemic era,and discusses the specific reform requirements from five dimensions:teaching design,teaching mode,assessment and evaluation methods,teaching resources and educational technology.It also discusses how to tap the potential of existing technical means to empower virtual online classroom teaching performance to meet the personalized learning needs of online students from diverse backgrounds.

关 键 词：传统线下课堂 虚拟线上课堂 融合趋势 

分 类 号：H195.3[语言文字—汉语]