印尼中文课程大纲的应用价值、研发现状及发展前景  

Application Value,Current Research Status and Development Prospects of Mandarin Syllabi in Indonesia

作　　者：沈凤芸 李瑞 周小兵 SHEN Feng Yun;LI Rui(College of Sinology and Chinese Studies,Beijing Language and Culture University,Beijing 100083,China;Teachers College,Beijing Language and Culture University,Beijing 100083,China)

机构地区：[1]北京语言大学汉学与中国学学院,北京100083 [2]北京语言大学教师教育学院,北京100083 [3]北京语言大学

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2024年第4期45-52,共8页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

基　　金：教育部中外语言交流合作中心规划重大项目“区域性基础教育中文大纲建设与应用研究”(21YH05)。

摘　　要：印度尼西亚自2004年颁布多部高中阶段的中文课程大纲以来,促进了该国中文教育快速发展。文章具体考察其中三个版本(2004年、2013年、2022年)的中文课程大纲,发现三部大纲明显受中国颁布的若干大纲和《欧洲语言共同参考框架》的影响。三部大纲均注重交际性和以话题为主的教学方法,但内容存在差异:2004年大纲更重视语言知识的学习;2013年及之后大纲的教育理念有明显转变,凸显本土性原则,增加本土宗教道德素养要求,强化完成交际任务的能力、跨文化能力、全球视野及竞争力的培养。现有大纲仍存在不足:语言要素颗粒度大,缺少科学的分级清单或具体呈现;文化项目分类内容不明确;对教育机构的指导性不强。最后提出大纲的优化路径:增加语言要素、交际技能与任务以及文化内容的分级呈现、组成更优化的大纲研发团队,强化大纲的引导功能。Indonesia has enacted a number of Mandarin syllabi at the high school level since 2004,which has contributed to the development of its Mandarin education.This paper examines three versions of Mandarin syllabi(2004,2013 and 2022),and finds that the three syllabi are clearly influenced by the ones issued by China and the Common European Framework of Reference for Languages(CEFR).All of them emphasize communicative and topic-based teaching methods with differences in their contents:the 2004 syllabus emphasizes more on the learning of linguistic knowledge,the 2013 syllabus and the later have changed significantly in their educational philosophy,emphasizing the principle of localization,adding the local religious and moral content,and strengthening the development of communicative competence,intercultural competence and global perspectives.There are still weaknesses in the current syllabus,including a rough explanation of linguistic elements,a lack of scientific graded lists or specific presentation,the unclear classification of cultural items,and a weak guidance aid for educational institutions.Thus,the paper proposes some optimization approaches for the syllabus:it is necessary to give a graded presentation of linguistic elements,communicative skills,tasks and cultural contents,construct an optimal team for the development of the syllabus and enhance the guiding function of the syllabus.

关 键 词：印度尼西亚 中文课程大纲 本土性 语言要素 交际性 

分 类 号：H195[语言文字—汉语]