世汉学会“国际中文教育”专栏建设:样态特征、现实挑战与优化路径

Construction of the“International Chinese-language Education”Column by the International Society for Chinese Language Teaching:Categorial Features,Actual Challenges and Optimization Approaches

世界汉语教学学会“国际中文教育”专栏是刊载国际中文教育领域专业化、精品化、特色化、创新化研究成果的平台,对构建国际中文教育学科体系、学术体系和话语体系具有重要意义。本文首先阐释建设“国际中文教育”专栏的内涵意蕴。接着从基本情况、刊文情况、作者发文情况、稿件情况、学术影响、数字化发展等方面呈现专栏建设的样态特征。然后剖析专栏建设中面临的现实挑战:刊文与专业相关性不够,稿件的数量较多但质量不一,影响力有待提升,国际化程度不高,数字化发展难题亟须破解,刊文与专业相关性不够。最后提出“国际中文教育”专栏建设的优化路径:改善期刊专栏的发展生态,加强专栏的“四化”建设,着力培育中青年学者,加强期刊专栏的宣传力度,提升期刊专栏国际化程度,实现专栏数字化转型发展,以期更好地服务国际中文教育“三大体系”建设。

The“International Chinese-language Education”column by the International Society for Chinese Language Teaching serves as a platform for publishing professional,high-quality,distinctive,and innovative research results in the field of international Chinese-language education.It has great significance in establishing the disciplinary,academic and discursive systems of international Chinese-language education.This paper begins by elucidating the implications of constructing the“International Chinese-language Education”column.Subsequently,it presents the categorial features of its construction from such aspects as the basic information,the published articles,the author contributions,the received articles,the academic influence,and the digital development.The paper then analyzes the actual challenges in its construction:the published articles have some irrelevance to Chinese education,the contributed articles are numerous but often poor in quality control with insufficient academic influence and a low level of internationalization,and the dilemma of its digital development urgently needs solutions.Finally,it proposes the following optimization approaches for its future construction:it is necessary to improve the ecology for its development,enhance its“four modernizations”,focus on helping young and middle-aged scholars,strengthen its publicity,enhance its level of internationalization,and achieve its digital transformation and development to better serve the construction of the“three systems”of international Chinese-language education.