摘要
区域国别研究为国际中文教育提供了一个崭新的研究视角。区域国别研究与国际中文教育交叉融合有其完备自洽的逻辑体系。二者在学理上的相似性与互促性、我国汉语二语教学70余年来的适应性发展与自觉性建构、解决当前国际中文教育发展难题与探索原创理论的现实诉求,分别从学理逻辑、历史逻辑和现实逻辑三个方面构成了二者交叉融合的逻辑体系。区域国别中文教育研究范式应由本体论、认识论和方法论构成的一级双向环形系统和“三论”各自的二级内部系统组成,其中本体论主要由区域国别中文教育实践、制度和理论组成,认识论主要由系统全局观、时空关联观和中国立场观组成,方法论主要由在地化取向、跨学科取向和比较取向组成。
Area studies provides a new perspective for international Chinese language education. The cross-fertilization of area studies and international Chinese language education has its own complete and self-consistent logical system: their theoretical similarity and mutual promotion constitute the theoretical dimension, the adaptive development and conscious construction of teaching Chinese as a second language in China over the past 70 years the historical dimension, and the practical demands of solving the current development problems and exploring original theories of international Chinese language education the practical dimension. The research paradigm of regional and country-specific Chinese language education should be composed of the two-way loop system consisting of ontology, epistemology and methodology and the internal system of the “triology”. The ontology consists of regional and country-specific Chinese language education practices, systems and theories;the epistemology consists of a system-wide view, a spatio-temporal correlation view and a China position view;and the methodology consists of a localization orientation, an interdisciplinary orientation and a comparative orientation.
作者
王辉
史官圣
WANG Hui;SHI Guansheng
出处
《世界汉语教学》
北大核心
2023年第1期3-13,共11页
Chinese Teaching in the World
基金
2021年度国家社会科学基金重大项目“人类命运共同体视域下非洲百年汉语传播研究”(21&ZD311)的阶段性研究成果。
关键词
区域国别研究
区域国别中文教育
内在逻辑
研究范式
area studies
international Chinese language education
internal logic
research paradigm
