塞浦路斯大學孔子學院舉辦國際中文教學培訓會

2024年3月29 ～ 30日，塞浦路斯大學孔子學院邀請歐洲漢語教學協會會長、巴黎東方語言文化大學教授、法國知名漢學家、漢語教育專家白樂桑，英國理啟蒙大學教授、世界漢語教學學會和歐洲漢語教學協會副會長張新生，西班牙巴塞羅那自治大學翻譯學院終身教授暨東亞研究中心主任、世界漢語教學學會理事、歐洲漢語教學協會副會長周敏康，以及塞浦路斯子曰國際教育文化交流中心負責人溫愛麗等四位專家，舉辦了國際中文教學培訓會。

On March 29—30， 2024， the Confucius Instituteat the University of Cyprus hosted an internationalChinese education teacher training workshop.The event featured four distinguished experts： JoelBellassen， President of the European Associationfor Chinese Teaching （EACT/AEEC）， Professor atthe National Institute of Oriental Languages andCivilizations in Paris， renowned French Sinologist，and Chinese education specialist; Professor GeorgeXinsheng Zhang from Richmond AmericanUniversity London and Vice President of theInternational Society for Chinese Language Teachingand EACT/AEEC; Professor Zhou Minkan， ProfessorEmeritus of the Department of Translation andInterpreting and Director of the East Asian Studies &Research Centre （CERAO） at the AutonomousUniversity of Barcelona （UAB）， council memberof the International Society for Chinese LanguageTeaching and Vice President of EACT/AEEC; andWen Aili， Director of Ziyue International Educationand Cultural Exchange Center in Cyprus.

3月29日下午，張新生教授作了題為《〈國際中文教育中文水平等級標準〉與歐洲中文教育：國際與本土》的講座。他回顧了1988年頒布的《漢語水平等級標準和等級大綱（試行）》、2007年頒布的《國際漢語能力標準》和2021年頒布的《國際中文教育中文水平等級標準》的歷史沿革，探討了在舊標準向新標準過渡的過程中遇到的一些問題，以及《國際中文教育中文水平等級標準》、漢語水平考試（HSK）和歐洲語言共同參考框架（CommonEuropean Framework of Reference for Languages，CEFR）對接的問題。

On the afternoon of March 29， Professor GeorgeXinsheng Zhang gave a lecture titled “The ChineseProficiency Grading Standard for InternationalChinese Education and Teaching Chinese as aForeign Language in Europe： International and LocalPerspectives.” He reviewed the historical developmentof Chinese proficiency standards， including theChinese Proficiency Grading Standard and Guidelines（Provisional） of 1988， the International ChineseProficiency Grading Standard of 2007， and the ChineseProficiency Grading Standard for InternationalChinese Education of 2021. Zhang also discussedthe challenges encountered in the transition fromthe old standards to the new ones and addressedissues related to aligning the International ChineseEducation Chinese Proficiency Standards， the HSKtest， and the Common European Framework ofReference for Languages （CEFR）.

白樂桑教授作了題為《中文課堂教學基本功》的講座，主要探討了中文課堂教學“教什么”和“怎么教”的問題。他認為，在“教什么”方面，國際中文課堂教學應該多關注出現頻率高、構詞能力強的漢字，控制教學中的字量，遵從漢語的特點和規(guī)律，從而實現“滾雪球”式學中文；在“怎么教”方面，要根據教學對象，從交際溝通能力、跨文化交流能力、思維能力、漢字使用能力等不同能力培養(yǎng)的角度設計教學目標。

Professor Joel Bellassen gave a lecture titled“Fundamentals of Teaching Chinese in theClassroom，” which mainly explored the issues of“what to teach” and “how to teach” in Chineselanguage education. He suggested that in terms of“what to teach，” international Chinese classes shouldfocus more on high-frequency characters with strongword-forming capabilities. The number of characterstaught should be controlled while adhering to thecharacteristics and rules of Chinese， to achieve a“snowball” effect in learning. Regarding “how toteach，” he emphasized the importance of designingteaching objectives based on the students， with theaim of developing their communicative competence，intercultural communication skills， cognitive abilities，and proficiency in using Chinese characters.

周敏康教授作了題為《趣味漢字，趣味教學》的講座，梳理了漢字的特點，著重探討了漢字的教學方法。他提出，教師要幫助學生克服漢字學習中的心理障礙，即有效解決難寫、難記、難懂的問題，還應對學生進行學法指導，比如漢字教學設計可以從“象形”出發(fā)，以幫助學生掌握漢字的字源和字形。

Professor Zhou Minkang gave a lecture titled“Fun with Chinese Characters， Fun with Teaching，”which outlined the characteristics of Chinesecharacters and focused on teaching methods. Heproposed that teachers should help students overcomepsychological barriers to learning Chinese characters，effectively addressing issues like difficulty in writing，remembering， and understanding them. He alsosuggested guiding students in their learningmethods. For instance， Chinese characterlessons can start with pictographs，helping students understand the originsand shapes of the characters.

3月30日上午，白樂桑教授和周敏康教授分別作了題為《文化教學：教什么、怎么教》和《中文習得過程的心理與文化障礙》的講座。白教授指出，在語言教學中，教師要以文字教學為基點，培養(yǎng)學生的歸納概括能力，注意不同文化的對比分析等。

On the morning of March 30， Professor JoelBellassen and Professor Zhou Minkang gave lecturestitled “Teaching culture： What and How to Teach” and“Psychological and Cultural Barriers in the ChineseLanguage Acquisition，” respectively. Professor Bellassenemphasized that in language teaching， teachers shoulduse character instruction as a foundation， developstudents’ inductive reasoning skills， and focus on thecomparative analysis of different cultures.

周教授提出，中文教師在教學過程中要了解學習者的母語和文化背景，注意觀察、捕捉和分析不同文化之間的差異，幫助學習者克服語言及心理障礙，從而讓中文教學達到事半功倍的效果。

Professor Zhou suggested that Chinese languageteachers need to understand the learners’ nativelanguages and cultural backgrounds， observe， capture，and analyze cultural differences， and help learnersovercome linguistic and psychological barriers. Thisapproach can make Chinese language teaching muchmore effective.

3月30日下午，溫愛麗老師和張新生教授分別作了題為《〈語文〉閱讀技能層次和教學設計》和《國際中文教育：目標、對象、理念與實踐——以歐洲為例》的講座。溫老師從語文學科特征、教材特點、華文學校教學特質三個維度分析了中文閱讀技能層級的底層邏輯，并以實際案例剖析如何實現學生閱讀能力的提升。張教授就國際中文教育發(fā)展階段、歐洲中文教學和國際中文教育理念三個方面，從歷時和共時兩個維度對國際中文教育的特征、目標及建設作了深入探討。

On the afternoon of March 30， Ms. WenAili and Professor George Xinsheng Zhang gavelectures titled “Reading Skills Levels andTeaching Design in Chinese Language” and“International Chinese Education： Goals，Audience， Concepts， and Practices —A European Example，” respectively. Ms.Wen analyzed the underlying logic ofChinese reading skill levels from threedimensions： characteristics of the Chineselanguage， features of teaching materials， and theunique traiAXtxvdsJ2zuTNc0hjQlA6ZSK3XZUcGjQEDI6Gz9DAxw=ts of Chinese language schools. She alsoprovided authentic case studies on how to enhancestudents’ reading abilities. Professor Zhang focusedon the development stages of international Chineseeducation， Chinese language teaching in Europe， andthe concepts and practices of international Chineseeducation. He also conducted an in-depth discussionon the characteristics， goals， and developmentof international Chinese education from bothdiachronic and synchronic perspectives.