海外基础教育中文大纲建设现状、问题与对策

周小兵, 江晨皓, 张丹妮, 袁 礼

语言战略研究 ›› 2025, Vol. 10 ›› Issue (5) : 27-36.

欢迎访问《语言战略研究》官方网站!今天是
语言战略研究 ›› 2025, Vol. 10 ›› Issue (5) : 27-36. DOI: 10.19689/j.cnki.cn10-1361/h.20250502
专题研究

海外基础教育中文大纲建设现状、问题与对策

  • 周小兵1,江晨皓2,张丹妮3,袁 礼4
作者信息 +

Chinese Curriculum Development in Overseas K-12 Education: Current Status, Challenges, and Strategic Responses#br#

  • Zhou Xiaobing, Jiang Chenhao, Zhang Danni and Yuan Li
Author information +
文章历史 +

摘要

基础教育中文大纲的制定是海外各国规范其基础教育阶段中文教学的必经之路。目前,已有85个国家将中文作为外语纳入国民教育体系。其基础教育中文大纲中,有国家层面发布的全国性大纲,有地方层面制定的区域性大纲,有的国家则是国家大纲与地方大纲并存。从发展趋势看,中文大纲逐渐从语言要素的清单式纲要向交际技能任务的描述性纲要转变;教育发达国家的中文大纲更呈现出地方化、具体化的特点。基于对新西兰《新西兰高中中文考试大纲词表》和阿联酋《卓越中文课程框架》(2022版)两个典型案例的分析,我们发现海外基础教育中文大纲存在内容与结构的协调性不足、与时代发展不同步、编者具有局限性等问题;需要从大纲内部结构的优化整合、外部应用的综合考量、多语种二语教学大纲的对比研究、合作共建机制与标准化推进4个方面整体规划,推动海外中文大纲的创新发展。

Abstract

The development of the Chinese language curriculum for K-12 education represents a critical step for countries seeking to integrate Chinese into their national education systems. To date, 85 countries have formally incorporated Chinese as a foreign language within their basic education frameworks. Curriculum guidelines across these contexts vary in structure: some are issued centrally at the national level, others are developed by regional authorities, and in some cases, national and regional guidelines coexist. A notable trend in recent years has been a shift from list-based syllabi centered on discrete linguistic elements to task-oriented frameworks that prioritize communicative competence. In countries with advanced education systems, Chinese language curricula are increasingly shaped by localization and context-specific needs. Based on an analysis of two representative cases—the New Zealand NCEA Chinese Examination Vocabulary List and the Chinese Language Curriculum Framework for Excellence (2022 Edition) from the United Arab Emirates—this study identifies key challenges in the current development of overseas Chinese language curricula. These include insufficient alignment between content and structure, limited responsiveness to evolving educational paradigms, and the narrow perspectives of curriculum developers. Addressing these issues requires a multifaceted approach: optimizing and integrating curriculum structures, contextualizing implementation and pedagogical application, conducting comparative analysis of second language curriculum models across multiple languages, and establishing collaborative development mechanisms while promoting standardization. These efforts are essential to fostering innovation and enhancing the global design and implementation of Chinese language curricula in K-12 education.

关键词

国际中文教育 / 基础教育阶段 / 大纲 / 建设现状 / 创新发展方略

Key words

international Chinese language education / K-12 education / curriculum / contemporary development / innovative strategies

引用本文

导出引用
周小兵, 江晨皓, 张丹妮, 袁 礼. 海外基础教育中文大纲建设现状、问题与对策[J]. 语言战略研究. 2025, 10(5): 27-36 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250502
Zhou Xiaobing, Jiang Chenhao, Zhang Danni and Yuan Li. Chinese Curriculum Development in Overseas K-12 Education: Current Status, Challenges, and Strategic Responses#br#[J]. Chinese Journal of Language Policy and Planning. 2025, 10(5): 27-36 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250502
中图分类号: H002   

基金

教育部中外语言交流合作中心2021年国际中文教育研究课题重大项目“区域性基础教育中文大纲建设与应用研究”(21YH05A),国家语委“十四五”科研规划2021年度委托项目“国际中文教育标准体系框架研究”(WT145‒2)。

Accesses

Citation

Detail

段落导航
相关文章

/