本文選題：論文選題 + 對比��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：世界漢語教學(xué)是提升中國文化軟實力的重要途徑。隨著兩岸關(guān)系的良性互動,尤其是“一帶一路”的國家戰(zhàn)略構(gòu)想的提出,如何加強兩岸對外漢語教學(xué)的交流合作,實現(xiàn)兩岸對外漢語教學(xué)的協(xié)同創(chuàng)新,無疑是一個具有戰(zhàn)略意義的研究課題。本文嘗試通過對比考察兩岸漢語教育碩士的畢業(yè)論文選題情況,來窺探兩岸對外漢語教學(xué)的系列差異,并在此基礎(chǔ)上探討協(xié)同創(chuàng)新策略。本課題經(jīng)過對比考察,認為兩岸在對外漢語教學(xué)上的差異體現(xiàn)在以下幾個方面:一,在“教”的層面。大陸視野較為宏觀,而重點不夠突出,而臺灣在與國際接軌方面較為領(lǐng)先,更具創(chuàng)新性和針對性;大陸更重視對漢語教師儲備力量的培養(yǎng),臺灣更重視對在崗教師的能力提升。我們主張,兩岸可以合作定期舉辦華文教育論壇、合作開展對外漢語教師的培養(yǎng)培訓(xùn)。二,在“學(xué)”的層面。大陸更關(guān)注學(xué)習(xí)者本身及習(xí)得規(guī)律,而臺灣更重視通過“學(xué)”的研究來探討“教”的改善,兩者的傾向性不同。我們主張,兩岸可多交流溝通,共同探索新時期對外漢語教學(xué)的思路與模式。三,在“教學(xué)以外”的層面。大陸強調(diào)對中國傳統(tǒng)文化的傳播,而臺灣側(cè)重臺灣的本土文化以及華語文化的推廣。我們主張,兩岸應(yīng)當在正視雙方文化差異的前提下,發(fā)揮各自優(yōu)勢與特色,在文化傳播實踐中取長補短,協(xié)同創(chuàng)新。兩岸測試標準和語言本體研究各有側(cè)重,則需要兩岸能夠合作建立規(guī)范標準的測試評估體系、整合雙方的華語文教育學(xué)術(shù)資源。
[Abstract]:Chinese teaching in the world is an important way to enhance the soft power of Chinese culture. With the positive interaction between the two sides of the strait, especially the national strategic concept of "Belt and Road", how to strengthen the exchanges and cooperation between the two sides of the strait in teaching Chinese as a foreign language, and to realize the cooperative innovation of the teaching of Chinese as a foreign language across the Taiwan Strait, Undoubtedly, it is a strategic research topic. This paper attempts to explore the series of differences in the teaching of Chinese as a foreign language between the two sides of the Taiwan Strait through a comparative study of the selected topics in the graduate thesis of the Master of Chinese Education across the Taiwan Strait, and on this basis to explore the cooperative and innovative strategies. After comparative investigation, the author thinks that the differences between the two sides in teaching Chinese as a foreign language are reflected in the following aspects: first, at the level of "teaching". The mainland view is macro, but the focus is not enough, and Taiwan is more advanced in the international practice, more innovative and targeted; the mainland pays more attention to the training of Chinese teachers' reserve power, and Taiwan pays more attention to the ability to improve the ability of teachers on the job. We advocate that both sides of the strait can hold regular Chinese language education forums and cooperate in the training and training of teachers of Chinese as a foreign language. Second, at the level of "learning". The mainland pays more attention to the learners themselves and the rules of acquisition, while Taiwan pays more attention to the improvement of "teaching" through the study of "learning". We advocate that both sides of the strait can communicate more and explore the ideas and modes of teaching Chinese as a foreign language in the new era. Third, in the "outside of teaching" level. The mainland emphasizes the dissemination of Chinese traditional culture, while Taiwan emphasizes the promotion of Taiwan's native culture and Chinese language culture. We advocate that the two sides of the strait should, on the premise of facing up to the cultural differences between the two sides, give play to their respective advantages and characteristics, learn from each other's weaknesses and make concerted innovations in the practice of cultural communication. The cross-straits test standards and language ontology research have their own emphasis, so it is necessary for the two sides to cooperate to establish a standardized test and evaluation system and to integrate the academic resources of Chinese language education between the two sides.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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