随着中国经济的迅猛发展,在世界各地掀起了一股学习中文的热潮。例如,澳洲当地教育部门在中小学创办了各种有特色的中文教学项目,以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而,这些项目中的中文教师大多数是来...随着中国经济的迅猛发展,在世界各地掀起了一股学习中文的热潮。例如,澳洲当地教育部门在中小学创办了各种有特色的中文教学项目,以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而,这些项目中的中文教师大多数是来自中国,在教学理念、内容和方法上很难适应和满足当地学生的特点及需求。鉴于此,当前案例研究者参与了澳洲当地一项中文教学研究项目,并且结合观察、照片启发式访谈与文件方法收集了相关数据。研究者通过激活和利用其汉语语言与文化中的相关概念与隐喻,作为已有的知识库,体现了其强有力的超语能力,并且在教学过程中结合互动白板科技,提高了当地学生的课堂参与度和学习成效。因此,这样不仅为构建澳洲本土化的中文课程做出了相应的贡献,而且为国际中文教育领域带来了新的研究视角和方向。With the rapid development of China’s economy, there has been a wave of learning Chinese language all over the world. For example, in Australia, the local education department has established various distinctive Chinese teaching and learning programs for primary and secondary school students to cultivate their interests in Chinese and to provide capable bilingual talents for its labour market. However, most teachers in these programs are native Chinese speakers that are from China. It is more difficult for them to adapt to and meet the characteristics and needs of local students in terms of teaching concepts, content and methods. In view of this, the teacher-researcher in this case study participated in a local Chinese teaching and research program, with the combination of observations, photo-elicitation interviews and documents for data collection. By activating and utilizing the relevant concepts and metaphors, originated from the teacher-researcher’s Chinese language and culture, as the existing funds of knowledge, such a process embodied his powerful translanguaging capability, and the combination of interactive whiteboard technology in improving the local school students’ engagement and learning outcomes in class. It thus not only contributed to the construction of localized Chinese curriculums in the Australian education context, but also brought a new research perspective and direction concerning the field of international Chinese language education.展开更多
文摘随着中国经济的迅猛发展,在世界各地掀起了一股学习中文的热潮。例如,澳洲当地教育部门在中小学创办了各种有特色的中文教学项目,以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而,这些项目中的中文教师大多数是来自中国,在教学理念、内容和方法上很难适应和满足当地学生的特点及需求。鉴于此,当前案例研究者参与了澳洲当地一项中文教学研究项目,并且结合观察、照片启发式访谈与文件方法收集了相关数据。研究者通过激活和利用其汉语语言与文化中的相关概念与隐喻,作为已有的知识库,体现了其强有力的超语能力,并且在教学过程中结合互动白板科技,提高了当地学生的课堂参与度和学习成效。因此,这样不仅为构建澳洲本土化的中文课程做出了相应的贡献,而且为国际中文教育领域带来了新的研究视角和方向。With the rapid development of China’s economy, there has been a wave of learning Chinese language all over the world. For example, in Australia, the local education department has established various distinctive Chinese teaching and learning programs for primary and secondary school students to cultivate their interests in Chinese and to provide capable bilingual talents for its labour market. However, most teachers in these programs are native Chinese speakers that are from China. It is more difficult for them to adapt to and meet the characteristics and needs of local students in terms of teaching concepts, content and methods. In view of this, the teacher-researcher in this case study participated in a local Chinese teaching and research program, with the combination of observations, photo-elicitation interviews and documents for data collection. By activating and utilizing the relevant concepts and metaphors, originated from the teacher-researcher’s Chinese language and culture, as the existing funds of knowledge, such a process embodied his powerful translanguaging capability, and the combination of interactive whiteboard technology in improving the local school students’ engagement and learning outcomes in class. It thus not only contributed to the construction of localized Chinese curriculums in the Australian education context, but also brought a new research perspective and direction concerning the field of international Chinese language education.
