以超语知识库推动澳洲中文教学本土化  

Facilitating the Localization of Chinese Language Teaching in Australia: Translanguaging and Funds of Knowledge Lens

作　　者：赵昆鹏 李伟 王丹萍[2] 

机构地区：[1]浙江科技大学人文学院,浙江 杭州 [2]奥克兰大学文化、语言及语言学学院,新西兰 奥克兰

出　　处：《创新教育研究》2024年第8期385-394,共10页Creative Education Studies

摘　　要：随着中国经济的迅猛发展,在世界各地掀起了一股学习中文的热潮。例如,澳洲当地教育部门在中小学创办了各种有特色的中文教学项目,以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而,这些项目中的中文教师大多数是来自中国,在教学理念、内容和方法上很难适应和满足当地学生的特点及需求。鉴于此,当前案例研究者参与了澳洲当地一项中文教学研究项目,并且结合观察、照片启发式访谈与文件方法收集了相关数据。研究者通过激活和利用其汉语语言与文化中的相关概念与隐喻,作为已有的知识库,体现了其强有力的超语能力,并且在教学过程中结合互动白板科技,提高了当地学生的课堂参与度和学习成效。因此,这样不仅为构建澳洲本土化的中文课程做出了相应的贡献,而且为国际中文教育领域带来了新的研究视角和方向。With the rapid development of China’s economy, there has been a wave of learning Chinese language all over the world. For example, in Australia, the local education department has established various distinctive Chinese teaching and learning programs for primary and secondary school students to cultivate their interests in Chinese and to provide capable bilingual talents for its labour market. However, most teachers in these programs are native Chinese speakers that are from China. It is more difficult for them to adapt to and meet the characteristics and needs of local students in terms of teaching concepts, content and methods. In view of this, the teacher-researcher in this case study participated in a local Chinese teaching and research program, with the combination of observations, photo-elicitation interviews and documents for data collection. By activating and utilizing the relevant concepts and metaphors, originated from the teacher-researcher’s Chinese language and culture, as the existing funds of knowledge, such a process embo

关 键 词：中文教学本土化 汉语语言与文化知识库 超语能力 互动白板科技 

分 类 号：H31[语言文字—英语]