增强国际中文教师学科意识的若干思考  

Some Reflections on Enhancing the Disciplinary Awareness of International Chinese Language Teachers

作　　者：汲传波[1] JI Chuanbo(School of Chinese as a Second Language/Peking University Press,Peking University,Beijing 100871)

机构地区：[1]北京大学对外汉语教育学院/出版社,北京100871

出　　处：《大学与学科》2023年第1期48-57,共10页Universities and disciplines

摘　　要：“双一流”建设背景下,大学的学科建设越来越受关注。学界对国际中文教育的学科归属尚有争论,这将会影响国际中文教师的学科认同。解决学科归属问题的设想是:将汉语国际教育本科专业与学术型研究生专业(国际中文教育方向)进行整合,设立一级学科,与国际中文教育专业学位并置于教育学门类之下。另外,不同学科背景的国际中文教师也应增强学科意识,应认识到国际中文教育学科归属未定正是其作为交叉学科的重要特征;应认识到该学科是独立的学科,有基本明晰的核心研究范围,与来源学科有相对清晰的研究边界。国际中文教师未来需进一步增进身份认同、专业认同、学科认同,努力构建卓越学术共同体。Under the background of building world-class universities and disciplines, the disciplinary development in higher education institutions has been drawing increasing attention. Debates on the disciplinary affiliation of International Chinese Language Education(ICLE) still linger in the academic community, and affects its disciplinary identity. One idea of solving the problem of disciplinary affiliation is to set up a first-level discipline by integrating the undergraduate major of ICLE with the academic postgraduate major(ICLE direction), and place it under the category of education with the professional degree of ICLE. In addition, international Chinese language teachers from different disciplinary backgrounds should enhance their disciplinary awareness, recognizing that the undefined disciplinary affiliation of ICLE is an important feature of interdisciplinarity;they should realize that ICLE is an independent discipline with a basically clear core research scope and a relatively clear research boundary as compared to its source disciplines;international Chinese language teachers should further enhance their self-identity, professional identity, and disciplinary identity, and strive to build a community of academic excellence.

关 键 词：国际中文教育 国际中文教师 交叉学科 学科意识 学科认同 

分 类 号：H195[语言文字—汉语]