区域化汉语国际教育中教学设计的通则

General Principles for the Designing of the Regional TCFL

在非汉语环境下对少年儿童的汉语教学有一些共性。因此,教学法的有些研究可以从共性方面入手。在语言教学法中,最能体现不同区域同一目的语教学共性的主要是教学内容的设计,它更多地依赖教师对目的语本体的研究。交际能力的培养是当前第二语言教学界已经达成的共识。在海外的中小学语言教育中这一点尤其受到重视。汉语作为目的语的教学设计则是实现这一目标的关键。文章认为,要通过教学内容的设计真正实现教学中交际能力的培养,必须在教学内容的设计中遵循3个原则：（1）教学内容设计中话题领先的原则;（2）采用基于语义分析的句型与话题配置的原则;（3）与话题跟句型配套使用的词汇采用具有＂义类＂关系的物类来划分的原则。

There are some common features for TCFL to children,which makes it possible for teachers in different areas to share the common teaching principles.The design of teaching content is one of the elements,which relies on the teachers＇ research of the target language and the realization of the training of communicative skills.This research proposes three principles as follows： 1.The proper choice of topics should come first.2.Drill patterns going with the topics should be based on meaning analyses.3.The vocabulary used in the topics and patterns should be categorized according to their meaning group.