对外汉语教学目标的定位、分层与陈述

发布时间：2018-05-18 12:44

本文选题：跨文化交际 + 目标分层　；参考：《汉语学习》2007年05期

【摘要】：本文以语言学、第二语言教学、跨文化交际等相关学科理论为指导,基于对外汉语教学的研究特点与现状,在综合前人研究成果的基础上,对对外汉语教学目标的定位、分层与陈述进行了重新描写与讨论。本文认为:(1)对外汉语教学属第二语言教学,因此其总目标应明确定位为培养将汉语作为第二语言的学习者的跨文化交际能力,这一定位不仅符合第二语言教学的特点与实际,而且对贯彻第二语言教学中的"语言—语用—文化"三位一体的教学原则具有重要意义;(2)对外汉语教学目标是有层次的,下层目标与上层目标层层衔接,共同构成对外汉语教学目标系统;(3)对外汉语教学目标的陈述应特别关注陈述的有效性,总目标层的目标陈述应是纲领性、方向性的,分目标层的目标陈述应既具指导性、示范性,又具可操作性,而底层的目标陈述则应完全是具体、明确、规范、可操作的。
[Abstract]:Under the guidance of the theories of linguistics, second language teaching and intercultural communication, and based on the characteristics and current situation of Chinese as a foreign language teaching, and on the basis of the achievements of previous studies, this paper aims at the orientation of teaching Chinese as a foreign language (TCFL). Stratification and statement are redescribed and discussed. This paper holds that the teaching of Chinese as a foreign language is a second language teaching, so its overall goal should be to cultivate the intercultural communicative competence of learners who regard Chinese as a second language, which is not only in line with the characteristics and practice of second language teaching. Moreover, it is of great significance to carry out the trinity of "language, pragmatics and culture" in the second language teaching. The statement of the goal of teaching Chinese as a foreign language (TCFL) should pay special attention to the validity of the statement, and the objective statement of the general objective level should be programmatic, directional, and the goal statement of the goal level should be both instructive and instructive. Demonstration, maneuverability, and bottom-level objective statement should be completely specific, clear, standardized, operable.
【作者单位】：北京语言大学汉语水平考试中心
【分类号】：H195

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