摘要
培养合格的国际汉语教师是推动汉语国际传播的关键因素。跨文化交际能力作为国际汉语教师的核心能力,蕴含显性和隐性两类向度。文章从建构主义理论出发,提出应该以学生为中心,合理利用情景、协作、会话等要素,通过调整培养内容、设计适当场景、更新教学模式和改进评价方式,来实现跨文化交际能力两类向度的建构。
Training qualified international Chinese teachers is a key factor in promoting the development of Chinese international communication.As the core competence of international Chinese teachers,intercultural communicative competence has two major dimensions:explicit dimension and implicit dimension.Based on the guidance of constructivism theory,this paper proposes that the two dimensions of intercultural communicative competence should be constructed by taking students as the center,rationally using the elements of scenarios,collaborations and conversations,etc.and by adjusting the cultivation content,designing appropriate scenarios,updating teaching models and improving evaluation methods.
作者
马宏程
熊雯
MA Hongcheng;XIONG Wen(School of Chinese Language and Culture,Zhejiang International Studies University,Hangzhou 310023,China;Postdoctoral Research Station,Shanghai International Studies University,Shanghai 200083,China;School of Humanities and International Education,Zhejiang University of Science&Technology,Hangzhou310023,China)
出处
《浙江外国语学院学报》
2019年第6期86-91,共6页
Journal of Zhejiang International Studies University
基金
浙江省教育科学规划课题“基于建构主义理论的国际汉语教师跨文化交际能力的培养策略研究”(2018SCG373)
中国博士后科学基金面上资助项目“汉语的国际传播模式:美国视角”(2017M610267)。
关键词
建构主义
国际汉语教师
跨文化交际能力
培养策略
constructivism
international Chinese teachers
intercultural communicative competence
cultivation strategies
