國際中文教育政策

來自美國、韓國、日本、保加利亞、巴基斯坦、新西蘭、土耳其等國高校、孔子學院（孔子課堂）的代表以及專家學者作了專題發言。吸引了900 多人次參加。

工作坊1. 國際中文教育的機遇與挑戰

與會代表普遍認為，促進國際中文教育發展，政策應先行，保障需到位。天津師范大學校長鐘英華表示，國際中文教育面向的對象是普通大眾而不是少數精英，大眾的需求決定了國際中文教育的命運，也決定了孔子學院的命運，因此相關政策的制定應當針對大眾的需求。新西蘭奧克蘭孔子學院院長姚載瑜表示，國家語言政策、師資保障和學生的內在需求是決定國際中文教育發展的三個要素，世界上不少國家對于漢語的政策并不能滿足實際需求，而孔子學院正填補了這一空白。

英國哈德斯菲爾德大學校長鮑勃·克萊恩認為，當下英國乃至整個歐洲的外語教育形勢已經發生了變化，漢語已經成為學習需求最大的外語語種，并且與學生的職業發展密切相關。日本福山大學校長冨士彰夫以日本福山地區為例，指出當地企業與中國企業交流合作的發展帶來了對漢語人才的需求，中文教育迎來了良好的發展時機。巴基斯坦伊斯蘭堡國立現代語言大學校長穆罕默德·加法爾認為，學習中文的人越來越多，“一帶一路”倡議和“中巴經濟走廊”機制為相關國家的中文學習提供了一個良好契機，而要實現與中國有效的交流合作，學習中文的同時更要學習中國的文化。

保加利亞大特爾諾沃大學東亞中心主任波麗娜·東切娃認為，師資質量是保障教學質量的先決條件，但目前較多孔院面臨的問題就是師資的匱乏，在孔子學院總部派出中文教師和志愿者的同時，外方承辦單位也應積極探索培養本地師資的途徑。在考試方面，漢語已成為保加利亞的大學考試科目之一，服務對象由社區擴大到全國，于此之際，孔子學院大有可為。華東理工大學校長曲景平認為，在新媒體、新傳播模式高度發展的今天，國際中文教育應從培養新型師資、探索新教學法和利用新傳媒技術三個方面來提高辦學質量。

工作坊2.各國中文教育政策與實踐

英國蘇格蘭中小學孔子學院院長林凡表示，蘇格蘭中小學孔子學院成立于2007 年，至今已下設44 個孔子課堂?？鬃訉W院發展過程中得到了蘇格蘭政府的政策和資金支持，并與天津市教委建立了良好的合作關系，出版了適合當地的中文教材。目前在蘇格蘭已有400 多所學校加入中文項目，數千名學生在學習中文，同時在戲劇、音樂、體育等課程中也融入了中文的教育。自2009 年開始，中文被納入英國高考，除了母語以外，很多學生從小學一年級就可開始學習中文，一直到中學，在這個過程中中文教育得到了很大程度的普及，也使很多當地人受益。蘇格蘭的中文教育已有20 多年的歷史，一些年輕人通過學習中文獲得了成功，并給其他人樹立了榜樣。很多年輕人都看到，很多行業對中文人才的需求日益增加，使他們的未來更加光明。為落實教育機會的公平化，蘇格蘭政府和孔子學院都開設了中文網絡課程，以保證所有有意愿的人都能夠有機會學習中文。

孟加拉南北大學校長Atiqul Islam，孟加拉國對中文人才的需求非常旺盛，每年新增中文學習人數至少5000 名。而目前中文教師數量不足，特別是本土教師。尼日利亞納姆迪?阿齊克韋大學校長Charles Okechukwu Esimone ：尼日利亞人口超過2 億，是非洲人口最多的國家，存在著巨大的就業壓力，很多學生將學習中文作為增強職場競爭力的有效方法?？鬃訉W院的中文課程已被納入納姆迪?阿齊克韋大學的必修課，在尼日利亞很多中小學和大學都將中文納入必修課。

意大利羅馬大學孔子學院中方院長張紅介紹，中文在歐盟國家一般來說都作為選修課。意大利羅馬國立住讀學校國際理科高中自2010 年堅持將中文作為核心課程，用中文教授中國歷史和地理。中文不僅是學習的課程也成為了學習的工具。這個項目6 年多來培養了300 多名畢業生，這些學生不僅精通中文，而且了解世界。意大利自2014年推動了全國性中文教育新政，將中文納入意大利高考。2016 年中文教師進入公務員體系，并頒布高中中文教育大綱，著手編寫大綱配套教材。白俄羅斯巴洛諾維奇大學副校長Klimuk Vladmir 表示巴大已于2017 年開設中文研究中心，計劃今年開設孔子課堂，從而為大學生提供中文語言學習和中國文化培訓的平臺，以實現各領域的互鑒，增強兩國合作，實現共同發展。

工作坊3. 中文教育發展與高校國際化

與會代表一致認為，中文教育在大學國際化戰略中起著至關重要的作用。中國首都師范大學副校長李小娟認為，中文教育是大學國際化的窗口，助力大學的國際化布局和專業教育的國際化。智利邊境大學校長埃杜爾多認為，中文教育將遙遠的文化聯系在一起，有助于拓寬師生的國際化視野，提升其跨文化交際能力和個人競爭力。

美國紐約州立布法羅大學副校長約翰表示，該校多年來重視中文教育開展，與中國多所高校和教育部門建立了緊密的合作關系，建立教師資格認證體系，幫助當地中小學開設中文課程，大學的發展和學生的成長都從中受益。拉脫維亞大學孔子學院院長貝德高表示，大學早在1993年起開設中文專業，并在孔子學院的協助下完善了專業建設和師資培訓，編寫了豐富的符合當地需求的本土教材。

英國倫敦瑪麗女王大學孔子學院院長凱瑟琳表示，由于外派教師簽署的是短期合同，難以長期教授大學的學位課程,希望確保穩定的教學質量。浙江師范大學校長鄭孟狀表示，中文教育建設仍需注重頂層設計，注重隊伍建設。暨南大學校長宋獻忠表示，要以世界眼光、國際視野來思考中文教育問題，

工作坊4. 中外合作開展中文教育的新途徑

江西師范大學校長梅國平提出，探索中外合作開展中文教育新形式，要做好“加減乘除”法。即“漢語+”項目，拓展課程方案；做好“減法”，注重課程從“求數量”到“重質量”轉變；把握“乘法”，加強與境外機構合作，充分發揮市場機制作用，推動中文納入所在國課程體系；利用“除法”，根據相關政策指導，完善中外合作開展中文教育體制機制。美國瓦爾普萊索大學副校長理查德·安德魯·阿姆賴因介紹了大學利用音樂特色辦學優勢，推動孔子學院及其周邊中小學孔子課堂建設，促進周邊地區中文和中國文化學習交流經驗。埃塞俄比亞職業教育培訓學院行政副校長哈彼特伍德·海路·達巴指出，中文教育應結合當地企業對人才的需求，定制化開設專業中文課程。蒙古國立大學前校長孟和巴特指出，為保證中文教育實現可持續發展，需通過校企合作或基金會方式多渠道解決資金支持問題。重慶師范大學校長孟東方強調，應充分發揮孔子學院聯盟及孔子學院校友會優勢，初步建立協同發展機制，豐富校企合作方式，韓國國立濟州大學校長宋錫彥建議擴大中文教育目標，支持華裔兒童學習中文；線下培訓與線上學習相結合，重點推廣網上中文課程；通過分享文化體驗增強中文課程學習興趣。三峽大學校長何偉軍建議積極探索中文教育推廣“走出去”與國外優質預科生源“引進來”新模式，為促進中外民心相通貢獻力量。

山東大學孔子學院研究中心主任寧繼鳴提出，國際中文教育的最終目的應該是形成和諧的中文教育系統，即在孔子學院基礎和框架上更多服務并發展社區教育、中小學教育以及其他中文教育。海地基斯奎亞大學校長杰基·盧馬克（Jacky Lumarque）強調，要尊重文化多樣性和差異性，尋求共同發展之路。語言學習不僅是為了語言本身，更是為了增進各國人民友誼并推動文化、教育經濟等領域的交流與合作。英國格拉斯哥大學孔子學院外方院長吳南森（Nathan Woolley）表示，中文是個有效的聯系工具，中外合作主體應在文化、歷史、政治、哲學、醫學、工程等方面多做有益嘗試，努力挖掘中文教育的全部潛力。

Representatives, experts and scholars of colleges and universities and Confucius Institutes (Confucius Classrooms)from the U.S., South Korea, Japan, Bulgaria, Pakistan, New Zealand and Turkey make keynote speeches, attracting over 900 participants with heated discussions.

Workshop 1 Opportunities and Challenges for International Chinese Language Education

The representatives suggested that policy support is the first priority to promote the development of international Chinese language education.

Zhong Yinghua, President of Tianjin Normal University, said that the international Chinese language education is aimed for ordinary people rather than a few elites. Public demands determine the destinies of the international Chinese language education and the Confucius Institute, so the relevant policies should meet the needs of the public. Yao Zaiyu,Director of the Confucius Institute at the University of Auckland, New Zealand, said that national policies for foreign languages, guarantee of teacher and students’ internal demand are three factors that determine the development of international Chinese language education. Policies for Chinese language in many countries fail to meet actual needs of people, and the Confucius Institute program just can fill this gap.

Bob Cryan, Vice Chancellor of University of Huddersfield, U.K., said that the situation for foreign language education has already changed in the U.K., even across the Europe.Chinese has become the most popular foreign language among students, and is closely related to their career development.Fuji Akio, President of Fukuyama University, Japan, taking Japan’s Fukuyama as an example, said that the exchanges and cooperation between local enterprises and Chinese enterprises create a great demand for talents who can speak Chinese,thus bringing a great development opportunity for Chinese language education. Muhammad Jaffar, President of the National University of Modern Languages, Pakistan, said that the number of people learning Chinese is on the rise, and the Belt and Road Initiative and China-Pakistan Economic Corridor offer a great opportunity for relevant countries to learn Chinese. To realize effective exchanges and cooperation with China, we should not only learn Chinese, but know about Chinese culture.

Polina Valentinova Tsoncheva, Director of the East Asia Center of the University of Greater Telvono, Bulgaria, said that the qualification and ability of teachers is a precondition to guarantee teaching quality, but now the Confucius Institute is facing acute shortages of teachers. Besides the teachers assigned by the Confucius Institute Headquarters, overseas host universities should explore approaches to cultivate local teachers. As Chinese has become one of the test subjects in the universities in Bulgarian, a growing number of people are intended to learn Chinese, and the Confucius Institute has great potential in this regard. Qu Jingping, President of East China University of Science and Technology, said that amid the rapid development of new media and new communication mode,international Chinese language education should improve its teaching quality by cultivating more new teachers, exploring new teaching methods and capitalizing on new media technologies.

Workshop 2: Policies and Practices of International Chinese Language Education in Different Countries

Lin Fan, Director of the Confucius Institute for Scotland Schools, U.K., said, “Founded in 2007, the Confucius Institute for Scotland Schools has already had 44 Confucius Classrooms. Supported by Scotland government in policy and fund,it has established a friendly partnership with Tianjin Municipal Education Commission, and published Chinese language textbooks suitable for local students. As over 400 schools have now joined the Chinese language program, thousands of students are learning Chinese, and even the classes of drama,music and PE have fused the Chinese language education.Since 2009 when Chinese was included into the college entrance examination in the U.K., many students have begun to learn Chinese besides their mother language in the first grade of primary school until middle school. In this case, Chinese has been popularized to great extent, while benefiting many local people. Chinese language education has had a 20-year history in Scotland. Many young people have achieved success by learning Chinese, and thus set an example for others.They have realized that there is a growing demand for talents who can speak Chinese in many industries, and that they can have a brighter future by learning Chinese. To make everyone have a fair educational opportunity, the Scotland government and the Confucius Institute offer Chinese online courses,to make sure those who are interested in Chinese can get a chance to learn Chinese.”

Antique Islam, Vice Chancellor of North South University, Bangladesh, said, “There are growing demands for talents speaking Chinese in Bangladesh. At least 5000 people began to learn Chinese each year. Thus, more Chinese language teachers are needed in Bangladesh, which is facing acute shortages of teachers, especially local teachers.”

Charles Okechukwu Esimone , Vice-chancellor of Nnamdi Azikiwe University, Nigeria, said, with a population of over 200 million, Nigeria as the largest country in Africa is facing tremendous employment pressure. Many students have used Chinese as an effective way to increase their competition in the workplace.

“The Chinese language course in the Confucius Institute has been included into the compulsory courses in Nnamdi Azikewe University as well as many elementary and middle schools and other universities.”

Zhang Hong, Chinese Director of the Confucius Institute at Sapienza University of Rome, Italy, said, “In general, Chinese is an optional course in EU countries, but the Chinese-language international scientific high school in Rome Convitto Nazionale Vittorio Emanuele II, a boarding school in Italy, has taken Chinese as its core course since 2010. It also teaches Chinese history and geography in Chinese, and Chinese is not only a course, but also a study tool. This program has already nurtured over 300 graduates proficient in Chinese who see the vastness of the world by the Confucius Institute program. In 2014, the Italian government rolled out a new policy to promote Chinese language education nationwide and included Chinese into the college entrance examination. In 2016, the Italian government allowed Chinese language teachers to enter its civil service system, and published Chinese language education syllabus as well as wrote auxiliary materials for high schools.

Klimuk Vladmir, Vice President of the University of Baranovic, Belarus, said that the University of Baranovic founded the Chinese Language Research Center in 2017, and plans to open a Confucius Classroom this year, so as to provide a platform for college students to learn Chinese and Chinese culture and promote exchanges in various fields, thus reinforcing bilateral cooperation and realizing common development.

Workshop 3: Development of Chinese Language Education and Internationalization of Higher Education Institutions

The representatives attending the Workshop agreed that Chinese language education is most crucial in the internationalization of higher education institutions. Li Xiaojuan,Vice President of Capital Normal University, China, said that Chinese language education is a window for the internationalization of universities, and can help promote the internationalized development of universities and professional education.Eduardo Hebel Weiss, President of Chile Border University,said that Chinese language education connected different cultures, broadened international vision of students and teachers and improved their intercultural communication competence and individual competitiveness.

John Joseph Wood Vice President of the University of Buffalo, New York, said that his university has attached significant importance to Chinese language education for many years, established a close partnership with Chinese universities and education authorities, built a qualification certification system for teachers, and helped local elementary and middle schools open Chinese language course, thus promoting the development of universities and the growth of students. Pildegovics Peteris, Director of the Confucius Institute at University of Latvia, said that his university with its Chinese language major opened in 1993 has improved its specialty and teacher training and compiled abundant materials fit for local needs with the help of the Confucius Institute.

Kathryn Molley Stevenson, Director of the Confucius Institute at Queen Mary University of London, said that due to short-term contracts signed by teachers assigned from China, they are unable to teach bachelor courses for a long time.It is hoped that the teaching quality can be ensured. Zheng Mengzhuang said that Chinese language education should focus on top-level design, and team building. Song Xianzhong,President of Jinan University, said that we should look at the problems in Chinese language education with an international vision.

Workshop 4: New Approaches to Cooperation of Chinese Language Education Between Chinese and Host Institutions

Mei Guoping said, “To explore new forms to cooperation of Chinese language education between Chinese and host institutions, we should, based on the ‘Chinese+’ program, diversify our courses; we should develop high-quality Chinese language courses, to realize a transformation from quantity to quality; we should enhance cooperation with overseas institutions and give full play to the role of market mechanism,to enable Chinese to be included into the curriculum system in host country; we should, under the guidance of relevant policies, improve the cooperation between Chinese and host institutions to develop a Chinese language education system.” Richard Andrew Amrhein, Vice President of Valparaiso University, U.S., introduced the benefits of music in running schools - promote the establishment of the Confucius Institute and the Confucius Classroom in its surrounding elementary and middle schools, and the exchanges of experience in learning Chinese language and culture among people. Habtewold Hailu Daba, Vice President of Technical & Vocational Education and Training Institute of Ethiopia, pointed out that Chinese language education should open targeted professional courses based on demands of local enterprises for talents.

Munhebart(О.М?нхбат), Former President of the National University of Mongolia, pointed out that to realize a sustainable development, we can seek for financial support by cooperating with universities or foundations. Meng Dongfang, President of Chongqing Normal University, emphasized,“We should give full play to the advantages of the Confucius Institute alliance and Confucius Institute alumni association,to preliminarily build a cooperative development mechanism.We should explore new ways of university-enterprise cooperation.” Song Seok-eon, President of JeJu National University,South Korea, suggested, “the Chinese language education goal should be expanded to facilitate overseas Chinese children to learn Chinese; offline training programs should combine with online learning to promote online Chinese language courses; cultural experience should be shared to increase interest in learning Chinese.” He Weijun, President of China Three Gorges University, said, “We should explore the international publicity of Chinese language education and the introduction of overseas superior preparatory undergraduates, so as to make contributions to building close ties among the peoples between China and other countries.”

Ning Jiming, Director of the Research Center of the Confucius Institute in Shandong University, said that the ultimate goal of international Chinese language education is the formation of a harmony Chinese language education system,namely better serve and develop community education, elementary & middle school education and other Chinese language education under the foundation and framework of the Confucius Institute. Jacky Lumarque, President of the University of Quisqueya of Haiti, emphasized, “we should respect cultural diversity and difference, and seek for a path of common development. Learning a foreign language is not just for learning this language itself, but for deepening the friendship and understanding between peoples and promoting exchanges and cooperation in culture, education and economy.” Nathan Woolley, Director of Confucius Institute at the University of Glasgow, said that Chinese and host institutions should make attempts to develop cooperation in culture, history, politics,philosophy, medicine and engineering by using Chinese as an effective communicating tool, to explore all potential of Chinese language education.