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以跨文化教学意识为核心的“跨文化的语言施教能力”是国际汉语教师在课堂教学过程中的“二百米内硬功夫”。这种施教能力直接影响着国际汉语教育及汉语国际传播的成败优劣。这一有关“教学能力”的新理念强调国际汉语及外语教学的跨文化特性,它由两个至关重要的部分组成:“在跨文化的环境中进行外语教学的意识”和“对课堂教学互动过程的支配能力”。对于国际汉语教育及师资培训而言,其内涵不但与分析应对外国学生在汉语习得中的跨文化认知需求有着密不可分的自然联系,而且与外语教学法在第二语言课堂习得过程中的运作有着千丝万缕的内在关联,更与汉语国际教育的跨文化实质有着天然而根本的内在呼应。因此,对“跨文化施教能力”的结构成分予以明晰的诠释,对如何准确合理地鉴别评估这一能力予以原则上的界定,便成为国际汉语教师培训模式理论建设上的必要一环。
Intercultural Teaching Consciousness is the core of “cross-cultural language teaching ability” is the international Chinese teachers in the classroom teaching process of “two hundred meters hard work.” This teaching ability has a direct impact on the pros and cons of international Chinese education and the international spread of Chinese. This new concept of “teaching ability” emphasizes the intercultural characteristics of international Chinese and foreign language teaching. It consists of two crucial components: “awareness of foreign language teaching in an intercultural environment” and “The ability to control the interactive process of classroom teaching ”. As far as international Chinese education and teacher training are concerned, its connotation not only has a close connection with analyzing and coping with the cross-cultural cognition needs of foreign students in Chinese acquisition, but also has a close connection with the foreign language teaching method in the second language classroom acquisition It has a natural and fundamental internal response to the cross-cultural essence of Chinese international education. Therefore, to clarify the structural components of “intercultural teaching ability” and to define the principle of how to correctly and reasonably identify and evaluate this ability has become a necessary part of the construction of the international Chinese teacher training model theory .