国际中文教育高质量发展评价模型及指标体系构建  

Construction of Evaluation Model and Indicator System for the High-quality Development of the International Chinese Education

作　　者：王辉[1] 孙骞 WANG Hui;SUN Qian(College of International Education and Social Development,Zhejiang Normal University,Jinhua 321004,China;Department of Foreign Languages,Zibo Normal College,Zibo 255130,China)

机构地区：[1]浙江师范大学国际文化与社会发展学院,浙江金华321004 [2]淄博师范高等专科学校外语系,山东淄博255130

出　　处：《贵州师范大学学报(社会科学版)》2025年第1期45-54,共10页Journal of Guizhou Normal University(Social Sciences Edition)

基　　金：国家社科基金重大项目“人类命运共同体视域下非洲百年汉语传播研究”(21&ZD311)的阶段性成果。

摘　　要：构建评价模型及指标体系是推动国际中文教育高质量发展的基本要求。在借鉴CIPP教育评价模型的基础上,尝试性地引入国际中文教育“能动性评价”这一维度,创建了由“背景、输入、过程、结果、能动性”构成的国际中文教育高质量发展“五位一体”评价模型CIPPA,涵盖了国际中文教育高质量发展的关键环节,体现了其发展特征和规律。基于此模型,开发了包含5个一级指标,13个二级指标,34个三级指标的国际中文教育高质量发展评价指标体系,为国际中文教育高质量发展的评价活动提供了理论和实践参考。The establishment of evaluation model and indicator system is the basic requirement for promoting the high-quality development of the international Chinese education.Based on the CIPP educational evaluation model,this article tentatively introduces the dimension of“agency evaluation”into the international Chinese education,creating a“five-in-one”evaluation model,CIPPA,which is composed of“context evaluation,input evaluation,process evaluation,product evaluation and agency evaluation”.This model covers the key components of the high-quality development of the international Chinese education,and reflects its developmental characteristics and patterns.Based on this model,this article develops an evaluation indicator system,which includes 5 first-level indicators,13 second-level indicators and 34 third-level indicators,providing both theoretical and practical references for the evaluation activities of the high-quality development of the international Chinese education.

关 键 词：国际中文教育 高质量发展 评价模型 评价指标体系 

分 类 号：H195[语言文字—汉语]