"From ""Teaching Chinese as a Foreign Language"" and ""International Chinese Language Education"" to ""Global Chinese Education,"" the connotation and extension of this field have undergone profound changes, both as a cause and as an academic discipline. Its target learners have expanded from international students studying in China to all foreigners worldwide learning Chinese, including overseas Chinese receiving Chinese language education. The teaching force has evolved from primarily domestic teachers of Chinese as a foreign language to a vast number of dispatched Chinese teachers and volunteers, with an increasing presence of local Chinese teachers abroad. The teaching content has also extended beyond language learning to include Chinese culture, which is inseparable from the language.
In this context, to meet the demands of Global Chinese Education in the new era, better serve the national strategy of international language and cultural dissemination, and actively participate in global academic governance and discourse co-construction in Chinese education, we have launched Frontiers in Global Chinese Education, building upon the foundation of Teaching Chinese as a Foreign Language and Research, with support from the Center for Language Education and Cooperation of the Ministry of Education of China.
从"对外汉语教学""汉语国际教育"到"国际中文教育"，国际中文教育无论是作为一项事业,还是作为一个学科,其内涵和外延都发生了深刻的变化。其教学对象从来华学习的留学生，拓展到世界上所有学习汉语的外国人，也包括接受华文教育的华人华侨 师资构成从主要在国内从事教学的对外汉语教师发展到数量庞大的外派汉语教师和志愿者，并且出现了越来越多的本土汉语教师;教学内容也从汉语学习延伸到与汉语密不可分的中国文化。
在这样的形势下，为适应新时代对国际中文教育的要求，更好地服务于语言文化国际传播的国家战略，积极参与全球中文教育学术治理与话语共建，我们在教育部中外语言交流合作中心的支持下，在《对外汉语教学与研究》的基础上，编创了《国际中文教育前沿》。
"From ""Teaching Chinese as a Foreign Language"" and ""International Chinese Language Education"" to ""Global Chinese Education,"" the connotation and extension of this field have undergone profound changes, both as a cause and as an academic discipline. Its target learners have expanded from international students studying in China to all foreigners worldwide learning Chinese, including overseas Chinese receiving Chinese language education. The teaching force has evolved from primarily domestic teachers of Chinese as a foreign language to a vast number of dispatched Chinese teachers and volunteers, with an increasing presence of local Chinese teachers abroad. The teaching content has also extended beyond language learning to include Chinese culture, which is inseparable from the language.
In this context, to meet the demands of Global Chinese Education in the new era, better serve the national strategy of international language and cultural dissemination, and actively participate in global academic governance and discourse co-construction in Chinese education, we have launched Frontiers in Global Chinese Education, building upon the foundation of Teaching Chinese as a Foreign Language and Research, with support from the Center for Language Education and Cooperation of the Ministry of Education of China.
从"对外汉语教学""汉语国际教育"到"国际中文教育"，国际中文教育无论是作为一项事业,还是作为一个学科,其内涵和外延都发生了深刻的变化。其教学对象从来华学习的留学生，拓展到世界上所有学习汉语的外国人，也包括接受华文教育的华人华侨 师资构成从主要在国内从事教学的对外汉语教师发展到数量庞大的外派汉语教师和志愿者，并且出现了越来越多的本土汉语教师;教学内容也从汉语学习延伸到与汉语密不可分的中国文化。
在这样的形势下，为适应新时代对国际中文教育的要求，更好地服务于语言文化国际传播的国家战略，积极参与全球中文教育学术治理与话语共建，我们在教育部中外语言交流合作中心的支持下，在《对外汉语教学与研究》的基础上，编创了《国际中文教育前沿》。
Frontiers in International Chinese Education, Volume 3/国际中文教育前沿.第3辑
212
Frontiers in International Chinese Education, Volume 3/国际中文教育前沿.第3辑
212Paperback
Product Details
| ISBN-13: | 9787807710363 |
|---|---|
| Publisher: | China National Publications Import & Export C |
| Publication date: | 01/01/2024 |
| Pages: | 212 |
| Product dimensions: | 7.00(w) x 10.00(h) x 0.58(d) |
| Language: | Chinese |