國際中文教學(xué)資源建設(shè)

論壇包括“孔子學(xué)院課程體系建設(shè)”“國際中文教育資源共建共享”“智能時(shí)代的國際中文教學(xué)創(chuàng)新案例”“國際中文教材的本地化”四個(gè)工作坊。

各工作坊由國內(nèi)外大學(xué)校長、孔子學(xué)院院長、合作單位相關(guān)負(fù)責(zé)人主持，邀請了來自美國、加拿大、俄羅斯、法國、德國、西班牙、葡萄牙、愛爾蘭、格魯吉亞、阿根廷、墨西哥、巴巴多斯、津巴布韋、坦桑尼亞、加納、泰國、哈薩克斯坦等18 個(gè)國家和地區(qū)的30 多名院長、專家、機(jī)構(gòu)負(fù)責(zé)人參與討論，約460 人次參會。

與會代表一致認(rèn)為，國際中文教育資源建設(shè)需要以科學(xué)規(guī)范的標(biāo)準(zhǔn)為基礎(chǔ)，在共建共享的合作機(jī)制下，引導(dǎo)孔子學(xué)院、大中小學(xué)、出版社、企業(yè)等多方參與，以需求為導(dǎo)向，因地制宜，利用數(shù)字化手段，開發(fā)符合語言教學(xué)規(guī)律的精品教學(xué)資源。具體建議如下：

標(biāo)準(zhǔn)引領(lǐng)，建設(shè)國際中文教育標(biāo)準(zhǔn)體系和相關(guān)行業(yè)標(biāo)準(zhǔn)

與會代表認(rèn)為，科學(xué)規(guī)范的標(biāo)準(zhǔn)體系是國際中文教育課程與資源建設(shè)的基礎(chǔ)，這不僅包括能力標(biāo)準(zhǔn)、課程標(biāo)準(zhǔn)、考試標(biāo)準(zhǔn)，還包括資源建設(shè)標(biāo)準(zhǔn)?？鬃訉W(xué)院課程體系建設(shè)方面，既要與國際漢語能力標(biāo)準(zhǔn)、漢語考試標(biāo)準(zhǔn)相結(jié)合，又要注重與當(dāng)?shù)卣Z言教學(xué)標(biāo)準(zhǔn)的對接，更要在課程、考試、評價(jià)、教師培訓(xùn)等環(huán)節(jié)全方位貫徹標(biāo)準(zhǔn)。國際中文教育資源建設(shè)方面，應(yīng)努力建設(shè)行業(yè)標(biāo)準(zhǔn)，打破機(jī)構(gòu)間壁壘，促進(jìn)共建共享。在建立行業(yè)標(biāo)準(zhǔn)時(shí)機(jī)不成熟時(shí)，可先聯(lián)合相關(guān)機(jī)構(gòu)建立團(tuán)體標(biāo)準(zhǔn)，待條件成熟時(shí)再將團(tuán)體標(biāo)準(zhǔn)升級成行業(yè)標(biāo)準(zhǔn)。

美國密歇根州立大學(xué)孔子學(xué)院副院長李佳行介紹，該孔院根據(jù)美國中文教學(xué)各級各類標(biāo)準(zhǔn)及要求，提出了建立集需求分析、目標(biāo)確定、標(biāo)準(zhǔn)對齊、課程研發(fā)、協(xié)同合作、研究完善為一體的課程成長體系。

坦桑尼亞多多馬大學(xué)孔子學(xué)院中方院長楊倫介紹了該孔院在中文專業(yè)課程體系建設(shè)方面的經(jīng)驗(yàn)：一是在坦桑尼亞高校委員會指導(dǎo)下，根據(jù)當(dāng)?shù)貙W(xué)生零起點(diǎn)、重考試、輕交流的特點(diǎn)，以及以就業(yè)為導(dǎo)向?qū)W中文的國情，不斷調(diào)整完善課程設(shè)置和培養(yǎng)方案。二是與當(dāng)?shù)刂匈Y企業(yè)聯(lián)合，形成人才培養(yǎng)與就業(yè)相結(jié)合的良性循環(huán)。三是增設(shè)中國文化體驗(yàn)類課程，促進(jìn)學(xué)習(xí)熱情。四是確立以中文綜合課為核心，聽、說、讀、寫技能訓(xùn)練課為輔助的課程體系，穩(wěn)步提升教學(xué)質(zhì)量。

北語社數(shù)字出版中心主任周鸝介紹，北京語言大學(xué)出版社參與了新聞出版行業(yè)首批團(tuán)體標(biāo)準(zhǔn)的起草工作，經(jīng)過不斷完善，目前這個(gè)團(tuán)體標(biāo)準(zhǔn)在一定程度上相當(dāng)于行業(yè)標(biāo)準(zhǔn)。

多方參與，形成共建共享的合作機(jī)制

與會代表認(rèn)為，國際中文教育資源建設(shè)離不開各大中小學(xué)、出版社、企業(yè)、孔子學(xué)院的積極參與，應(yīng)該有一個(gè)機(jī)構(gòu)或團(tuán)體承擔(dān)起對接供需、提供平臺、引領(lǐng)發(fā)展的責(zé)任，逐漸形成共建共享的合作機(jī)制。

知識產(chǎn)權(quán)關(guān)系方面，保證認(rèn)證及各類信息公開透明；版權(quán)保護(hù)方面，研發(fā)技術(shù)解決方案或者應(yīng)對機(jī)制，提高資源安全性；收費(fèi)模式方面，尊重用戶付費(fèi)習(xí)慣，制定差異化定價(jià)方案，充分考慮各類資源特性。

外語教學(xué)與研究出版社國際漢語出版中心副總經(jīng)理鞠慧介紹，北京外國語大學(xué)與多家外語類院校聯(lián)合發(fā)起成立中國高校外語慕課聯(lián)盟，該聯(lián)盟建立了中國高校外語慕課標(biāo)準(zhǔn)，集合各方力量建立中國高校外語慕課平臺，對接國內(nèi)用戶，提供行政支持，調(diào)動了外語類院校參與資源建設(shè)的積極性。

因地制宜，促進(jìn)當(dāng)?shù)刂形慕逃齼?nèi)生發(fā)展

與會代表認(rèn)為，當(dāng)前國際中文教育資源在本土化方面比較薄弱，突出體現(xiàn)在無法與當(dāng)?shù)赝庹Z教學(xué)標(biāo)準(zhǔn)銜接、不符合當(dāng)?shù)亟虒W(xué)習(xí)慣等方面?？自褐鞲山滩碾m然在一定程度上解決了教材短缺的問題，但要適應(yīng)當(dāng)?shù)匦枨?，還需要進(jìn)行本土化改編或重新開發(fā)。

參與主體方面，與當(dāng)?shù)貦?quán)威教材出版社合作；內(nèi)容方面，根據(jù)當(dāng)?shù)貒?、學(xué)習(xí)習(xí)慣、教學(xué)大綱和教學(xué)法進(jìn)行設(shè)計(jì)；團(tuán)隊(duì)方面，充分吸收優(yōu)秀本土教師和有當(dāng)?shù)赝庹Z教材編寫經(jīng)驗(yàn)的專家加入開發(fā)團(tuán)隊(duì)；渠道方面，依托當(dāng)?shù)亟逃块T，走進(jìn)大中小學(xué)等國民教育體系。

津巴布韋大學(xué)孔子學(xué)院外方院長李開明介紹，津巴布韋大學(xué)孔院為適應(yīng)當(dāng)?shù)匦枨螅诋?dāng)?shù)貙W(xué)校、出版社的支持下，中津教師聯(lián)合開發(fā)了《修納語-漢語詞典》《漢字入門》《英語—修納語—斯瓦希里語—中文對照詞典》等本土教材和工具書。

法國諾歐商學(xué)院商務(wù)孔子學(xué)院中方院長楊玉平介紹，諾歐孔院在充分調(diào)研的基礎(chǔ)上，開發(fā)了適用于法語國家商科專業(yè)的本土教材《商務(wù)漢語》及配套的教師手冊。該教材遵循HSK、BCT 大綱，融語言、文化、商務(wù)于一體，收到良好反饋。

加拿大中文教學(xué)學(xué)會副會長、維多利亞大學(xué)副教授田軍介紹：加拿大中文教學(xué)學(xué)會每隔兩年會對加拿大高等院校的中文項(xiàng)目進(jìn)行調(diào)研。最近一次的調(diào)研結(jié)果顯示，目前加拿大使用最多的中文教材是本土教材《中文聽說讀寫》，孔子學(xué)院主干教材在北美的接受度與《中文聽說讀寫》存在一定差距。

科技賦能，適應(yīng)數(shù)字時(shí)代學(xué)習(xí)需求

與會代表認(rèn)為，數(shù)字化、智能化是語言學(xué)習(xí)的趨勢，也是破解優(yōu)質(zhì)教師短缺問題的方法。大數(shù)據(jù)、人工智能等現(xiàn)代信息技術(shù)手段可以為國際中文教育資源建設(shè)提供包括用戶畫像、資源管理、精準(zhǔn)匹配等技術(shù)支持，各孔院、出版社、企業(yè)也做了很多國際中文教育數(shù)字資源建設(shè)方面的工作，取得了較好效果。在新技術(shù)、新資源蓬勃發(fā)展的同時(shí)，也應(yīng)看到，當(dāng)前制約國際中文教育數(shù)字資源發(fā)展的瓶頸是缺少對接供需、整合資源、規(guī)范行業(yè)的力量，更缺少精準(zhǔn)把握需求、引領(lǐng)需求的力量。

德國海德堡大學(xué)孔子學(xué)院外方院長Petra Thiel 介紹：海德堡大學(xué)孔院2016 年引進(jìn)虛擬課堂，2017 年組織第一次虛擬課堂教師培訓(xùn)，2018 年開始與上海交通大學(xué)合作開發(fā)慕課課程。該慕課課程由孔院教師通過改編教材編制拍攝腳本，經(jīng)專家審核后，由專業(yè)人員錄制，通過線上線下混合模式進(jìn)行教學(xué)，取得了良好的效果。

好未來集團(tuán)執(zhí)行總裁萬怡挺介紹，好未來集團(tuán)以“用科技推動教育進(jìn)步”為使命，擁有AI Lab、腦科學(xué)實(shí)驗(yàn)室、硅谷研發(fā)中心等多個(gè)研發(fā)部門，已經(jīng)積累40 余種AI 能力，覆蓋“教、學(xué)、測、練、評”全環(huán)節(jié)，這些技術(shù)可以讓語言教學(xué)更加優(yōu)質(zhì)、精準(zhǔn)。好未來旗下學(xué)而思網(wǎng)校通過雙師課堂的方式，破解優(yōu)質(zhì)教師短缺難題，幫助更多學(xué)生獲得優(yōu)質(zhì)教學(xué)資源。這一模式也可以推廣至國際中文教育領(lǐng)域。

The forum includes four workshops, namely, “course system development of the Confucius Institute”, “co-contribution and shared benefits of international Chinese language education resource”,“innovation cases of international Chinese language teaching in the intelligence era” and “l(fā)ocalization of international Chinese language textbook”.

The workshops are presided by presidents of universities at home and abroad, directors of Confucius Institutes and heads of relevant partner institutions. More than 30 directors, experts and heads of institutions from 18 countries and regions including the U.S.,Canada, Russia, France, Germany, Spain, Portugal, Ireland, Georgia,Argentina, Mexico, Barbados, Zimbabwe, Tanzania, Ghana, Thailand and Kazakhstan, participated in the discussion, and about 460 participants attended the forum.

The delegates agreed that the international Chinese education resource shall be developed based on scientific standards. Besides,under the cooperative mechanism of co-contribution and shared benefits, we shall lead the Confucius Institute, universities, primary and middle schools, publishers, and enterprises to participate in developing excellent teaching resources that conform to the language teaching laws based on demand and local condition through digitization.Some recommendations are as follows:

Standards first—develop international Chinese language education standards and relevant industrial standards

The delegates believed that scientific and standardized systems are the basis of the development of international Chinese language education courses and resources, which include not only competence, course, and test standards, but resource development standards as well. Course system development of the Confucius Institute shall combine international Chinese language competence standards and Chinese language test standards, and pay attention to align with local language teaching standards, and comprehensively implement the standards in stages such as courses, tests, assessment and teacher training. For the international Chinese language teaching resource development, the industrial standards shall be established, and barriers between organizations shall be broken down, so co-contribution and shared benefits will be improved. If it is premature to developing industrial standards, group standards may be established with related organizations first, and upgrade the group standards to industrial standards when the timing is right.

Li Jiahang, Associate Director of the Confucius Institute at the University of Michigan in the U.S. introduced that the Confucius Institute has, under the American standards and requirements of different levels and categories on the Chinese language teaching, proposed the establishment of course improvement system integrating demand analysis, target determination, standard alignment, course development, as well as collaboration and research improvement.

Yang Lun, Chinese Director of the Confucius Institute at the University of Dodoma in Tanzania introduced their experience in developing course system in Chinese major: First, they continuously adjusted and improved the course provision and training scheme with the guidance of Tanzania Commission for Universities, based on the fact that local students have little previous knowledge of Chinese,only focus on examination, neglect communication, and learn Chinese for getting jobs. Second, they cooperated with local China-invested enterprise and formed a virtuous circle with talent cultivation well combined with employment. Third, they set courses of Chinese culture experience to promote enthusiasm of learning. Fourth, they set the course system with the Chinese language comprehensive course as the core, and skill training of listening, speaking, reading and writing as supplement, to steadily improve the teaching quality.

Zhou Li, Director of Digital Publishing Center of Beijing Language and Culture University Press introduced that BLCUP participated in the drafting of the first group standards in the press and publication industry, which equals to the industrial standards to a certain degree through constant improvement.

Multi-party participation to form a cooperation mechanism of contribution and shared benefits

The delegates believed that the development of international Chinese education resources can never be achieved without the active participation of primary and middle schools, publishers, enterprises and the Confucius Institute. Therefore, there should be an organization or group to coordinate supply and demand, provide platform, and lead development, so as to gradually form the cooperation mechanism of contribution and shared benefits.

For intellectual property, an open and transparent authentication and information shall be guaranteed; for copyright protection, technical solutions or coping mechanisms shall be developed to increase the security of the resources; for charge mode, users’ paying habits shall be respected, differentiated pricing scheme shall be set, and various characteristics of resources shall be fully considered.

Ju Hui, Vice General Manager of International Chinese Language Publishing Center of Foreign Language Teaching and Research Press introduced that Beijing Foreign Studies University has jointly established China MOOCs for Foreign Studies with a number of foreign language institutions of higher education, which set up foreign language MOOC standards in Chinese colleges and universities, built the UMOOCs, connected with domestic users, provided administrative supports, and thus aroused the enthusiasm for foreign language institutions of higher education to participate in resource development.

Adapt to local conditions to promote the endogenous development of local Chinese language education

The delegates believed that international Chinese language education lacks localization currently, which reflected in the respects such as being unable to match with the local foreign language teaching standards and being inconformity with local teaching habits.Main textbooks of the Confucius Institute may solve the problem of textbook shortage to some extent, but the textbooks still needs localization or re-development to adapt to the local requirements.

The participants shall cooperate with local authoritative textbook publishers; the contents shall be design in accordance with local national conditions, learning habits, teaching program and teaching methodology; the team shall recruit prominent local teachers and local experts who are experienced in foreign language textbook compilation; the channel shall include national educational system such as universities, middle schools and primary schools with the support of local education sectors.

Herbert Mushangwe, Foreign Director of the Confucius Institute at the University of Zimbabwe said that to meet the local requirement, Chinese and Zimbabwean teachers jointly developed local textbooks and reference books including a Shona—Chinese Dictionary, Chinese Character Introduction and English—Shona—Kiswahili—Chinese Polylingual Dictionary with the support of local schools and publishers.

Yang Yuping, Chinese Director of the Confucius Institute for Business at Neoma Business School in France introduced that on the basis of fully investigation, the Institute developed Business Chinese,the local textbook and matched teacher’s manual, which are applicable to business major in French-speaking world. The textbook followed the program of HSK and BCT, integrated language, culture and business as a whole, and received favorable feedback.

Tian Jun, Vice President of Canadian Teaching Chinese as a Second Language Association (Canadian TCSL Association) and Associate Professor of the University of Victoria, introduced that Canadian TCSL Association usually investigates Chinese language projects in Canadian institutions of higher education every two years.The latest results showed the most used Chinese textbook is a local textbook named Integrated Chinese, and there is a certain difference in the acceptability between the main textbooks of the Confucius Institute and Integrated Chinese in North America.

Enabling technology to adapt to the learning demands in the digital era

The delegates believed that digitization and intelligentization are the trend of language learning, and also a method to solve the shortage of quality teachers. Modern information technologies like big data and artificial intelligence can provide technical support including portrayal, resource management and exact match for the resource development of international Chinese language education.Each Confucius Institute, publisher and enterprise also did a lot for the resource of international Chinese language education and achieved preferably results. During the flourishing of new technologies and new resources, we should also notice that what restrict the development of international Chinese language education resource is the deficient supports to the coordination with supply and demand,integration of resource and standardization of industry, as well as the power of grasping demand and leading demand accurately.

Petra Thiel, Foreign Director of the Confucius Institute at Heidelberg University in Germany introduced that Heidelberg University brought in a virtual classroom in 2016, organized the first virtual classroom teacher training in 2017, and started cooperation and development of MOOC courses with Shanghai Jiaotong University in 2018. The MOOC courses have achieved favorable results with the shooting scrip prepared through adapting textbooks by teachers of the Confucius Institute, reviewed by experts, recorded by professionals, and taught on-line and offline.

Wan Yiting, Executive President of Tomorrow Advancing Life(“TAL”) introduced that the mission of TAL is to “advance education through science and technology”. Owning a number of R&D departments like AI Lab, Brain Science Lab and Silicon Valley R&D Center. TAL has 40 plus AI projects covering the “teaching, learning,testing, practicing and evaluating”, which can make language teaching more qualified and accurate. Xueersi Online School of TAL has solved the hard problem of insufficient high quality teachers through the dual-teacher classroom, and helped more students have high quality teacher resources. This mode can be promoted in international Chinese language education.