中亚五国语言教育政策背景下的中文教育发展研究  

Research on the Development of Chinese Education under the Background of Language Education Policies in Five Central Asian Countries

作　　者：李睿[1] 李敬欢[1] LI Rui;LI Jing-huan(College of International Cultural Communication,Xinjiang Normal University,Urumqi,Xinjiang 830017)

机构地区：[1]新疆师范大学国际文化交流学院,新疆乌鲁木齐830017

出　　处：《民族教育研究》2022年第5期162-168,共7页Journal of Research on Education for Ethnic Minorities

基　　金：国家社科一般项目“中文教育服务中俄新时代全面战略协作伙伴关系路径研究”(项目编号:21BYY085)的阶段性成果。

摘　　要：由于语言教育政策支持力度不同,中亚五国中文教育呈现出不同特征:吉尔吉斯共和国中文教育规模大;哈萨克斯坦中文教育基础好;乌兹别克斯坦中文教育起步早、体系完整;塔吉克斯坦中文教育起步晚,发展快;土库曼斯坦中文教育本土化程度高。中亚五国以国家需求为导向的语言教育政策以及相对宽松的外语教育政策推动中文教育的发展,但英语的绝对优势地位却制约了中文教育的发展。通过促进中文纳入中亚各国国民教育体系、建立中文教育联盟、发展“中文+”职业教育等策略,助推中亚五国中文教育高质量、可持续发展,助力中国与中亚五国共同推动“一带一路”向高质量迈进。Due to the different policy support of language education, Chinese education in the five Central Asian countries presents different characteristics: it has a large scale in Kyrgyz Republic, a good foundation in Kazakhstan, started early and has been developed at all levels in Uzbekistan, while starting late yet with fast development momentum in Tajikistan and with a high degree of localization in Turkmenistan. The demand-oriented national language education policies and relatively loose foreign language education policies have promoted the development of Chinese education in the five Central Asian countries, but the absolute dominance of English as a second language education has constituted a certain limit to the development of Chinese education. This paper believes that by promoting Central Asian countries to incorporate Chinese into their national education systems, establishing Chinese language education alliances, developing “Chinese+” vocational education, it will promote the high-quality and sustainable development of Chinese education in the five Central Asian countries, and help the joint construction of the “Belt and Road Initiative” between China and the five Central Asian countries.

关 键 词：“一带一路” 中亚五国 语言教育政策 国际中文教育 

分 类 号：H195[语言文字—汉语]