中亚五国“中文+职业技能”教育实施模式、特征及对策  

Implementation Mode,Characteristics and Countermeasures of"Chinese+Vocational Skills"Education in the Five Central Asian Countries

作　　者：祝鹏[1,2] 刘玉屏 Zhu Peng;Liu Yuping

机构地区：[1]新疆师范大学国际文化交流学院 [2]中央民族大学国际教育学院

出　　处：《中国职业技术教育》2024年第34期80-88,共9页Chinese Vocational and Technical Education

基　　金：2024年度新疆维吾尔自治区高校基本科研业务费科研项目“中国—中亚共同体背景下‘中文+职业技能’发展现状与策略研究”(项目编号:XJEDU2024J064,主持人:祝鹏)。

摘　　要：中国与中亚五国构建了基于政治互信、经济互补及文化交流的全面战略伙伴关系。“中文+职业技能”教育在中亚五国实现了从无到有的实质性进展。对中亚五国“中文+职业技能”教育研究后发现:中亚五国“中文+职业技能”教育形成了单主体、双主体以及多主体的培养模式。中亚五国“中文+职业技能”教育整体具有协同发展性,不同参与主体主观能动性具有一定差异和动态变化性。开展中亚五国“中文+职业技能”教育,建议加强顶层设计,平衡各参与主体利弊;充分挖掘各参与主体主观能动性,尤其重视国外政策动力对“中文+职业技能”的推动作用;利用动态变化性吸纳更多参与主体,共同推动“中文+职业技能”教育可持续发展。China and the five Central Asian countries have established a comprehensive strategic part⁃nership based on political mutual trust,economic complementarity,and cultural exchanges.The education of"Chinese+vocational skills"has made substantial progress from scratch in the five Central Asian coun⁃tries.After studying the education of"Chinese+vocational skills"in the five Central Asian countries,it was found that the education of"Chinese+vocational skills"has formed single subject,dual subject,and multi subject training models.The overall development of"Chinese+vocational skills"education in the five Central Asian countries is synergistic,and the subjective initiative of different participants has certain differences and dynamic changes.Carry out"Chinese+vocational skills"education in the five Central Asian countries,and suggest strengthening top-level design to balance the advantages and disadvantages of various participating entities;Fully tap into the subjective initiative of all participating parties,with particu⁃lar emphasis on the role of foreign policy incentives in promoting the integration of Chinese language and vo⁃cational skills;Utilize dynamic variability to attract more participants and jointly promote the sustainable development of"Chinese+vocational skills"education.

关 键 词：“中文+” 职业技能 职业教育 国际中文教育 中亚 

分 类 号：G710[文化科学—职业技术教育学]