基于实践的国际中文智慧教学认识深化  

Deepening Cognitive Understanding of International Chinese Language Smart Teaching Based on Practice

作　　者：马瑞祾 蔡建永[2] 曹钢 于淼 徐娟 MA Ruiling;CAI Jianyong;CAO Gang;YU Miao;Xu Juan

机构地区：[1]北京语言大学信息科学学院,北京100083 [2]北京语言大学应用中文学院 [3]赣南师范大学文学院,赣州341000 [4]北京语言大学汉学与中国学学院

出　　处：《天津师范大学学报（社会科学版）》2024年第6期9-16,共8页Journal of Tianjin Normal University(Social Science)

基　　金：国家社会科学基金一般项目(24BYY044);世界汉语教学学会2024年全球中文教育主题学术活动计划(SH24Y24);北京语言大学研究生创新基金(24YCX017)。

摘　　要：国际中文智慧教学呈现出环境智能化、施教精准化和学习个性化的实践样态。从10个国际中文要素和技能的智慧教学实践案例中可以获得如下启示:技术赋能国际中文智慧教学的逻辑起点为满足教学内源的减负、克难和增效需求,作用机理为技术促进教学的加合、融合和重构三维创新,价值旨归为调和授课规模化与学习个性化、知识碎片化与认知系统化、需求多元化与供给均衡化三对矛盾。Smart teaching of international Chinese language presents a practice pattern of intelligent environment,precise teaching and personalised learning.The following insights can be gained from the 10 cases of smart teaching practice of international Chinese elements and skills:the endogenous demand for technology-enpowered smart teaching of international Chinese language is to reduce the burden,overcome the difficulties and improve the efficiency;the mechanism of action is that technology promotes the three-dimensional innovation of teaching and learning by adding and integrating and reconfiguring;and the value is to reconcile the contradictions of scaled instruction and personalised learning,fragmented knowledge and systematic cognition,and diversified demand and balanced supply.

关 键 词：国际中文教育 智慧教育 技术赋能 教学实践 

分 类 号：H195.3[语言文字—汉语]