德国举行国际汉语教学研讨会暨第七届现代汉语教学年会

发布时间：2018-06-05 16:31

本文选题：现代汉语教学 + 对外汉语教学　；参考：《世界汉语教学》1992年04期

【摘要】：正 1992年10月7日至10日在德国海德堡举行了题为"初级阶段过后的汉语教学法"国际研讨会。本届研讨会由德国、奥地利、瑞士汉语教学协会、海德堡大学汉语系及海德堡国际科学论坛共同组织。出席本届研讨会的有来自德国、日本、独联体、美国、法国、意大利、瑞士、挪威、澳大利亚、比利时和中国海峡两岸的近70位专家、学者,其中有24位向大会提交并宣读了论文。本届研讨会重点讨论了对外汉语教学中高级阶段的教学目的、教学内容、语言课组织、教材、教学法等问题。海德堡大学汉语系负责人魏格琳教授提出了对外汉语教学初、中、高级三个阶段的划分及其标准问题。她指出,解决这个问题是有效地组织汉语教学,确定教学内容和编写教材的前提。中国对外汉语教学学会会长吕必松教授在他的专题报告中,介绍了北京语言学院对这三个阶段的划分和中国中高级汉语教学的发展和现状,并论述了跟教学改革有关的一些问题及中国中高级汉语教学的发展趋势。
[Abstract]:An international seminar entitled "Teaching Chinese after the Primary stage" was held in Heidelberg, Germany, from 7 to 10 October 1992. The seminar was jointly organized by the German, Austrian, Swiss Association for Teaching Chinese, the Chinese Department of Heidelberg University and the Heidelberg International Science Forum. The seminar was attended by nearly 70 experts and scholars from Germany, Japan, CIS, the United States, France, Italy, Switzerland, Norway, Australia, Belgium and China. Twenty-four of them presented and presented papers to the General Assembly. This seminar focuses on the teaching purpose, teaching content, language course organization, teaching material, teaching method and so on in the advanced stage of teaching Chinese as a foreign language. Professor Wegelin, head of the Chinese Department of Heidelberg University, raised the question of the division and standard of the three stages of teaching Chinese as a foreign language at the beginning, middle and advanced levels. She points out that solving this problem is a prerequisite for effectively organizing Chinese teaching, determining teaching content and compiling textbooks. In his special report, Professor Lv Bisong, Director of the Chinese Academy of Teaching Chinese as a Foreign language (TCFL), introduced the division of these three stages in the Beijing Institute of language and the development and current situation of the Chinese language teaching in the middle and higher levels in China. It also discusses some problems related to teaching reform and the development trend of Chinese middle and advanced Chinese teaching.

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