國際中文教學資源建設

論壇包括“孔子學院課程體系建設”“國際中文教育資源共建共享”“智能時代的國際中文教學創新案例”“國際中文教材的本地化”四個工作坊。

各工作坊由國內外大學校長、孔子學院院長、合作單位相關負責人主持，邀請了來自美國、加拿大、俄羅斯、法國、德國、西班牙、葡萄牙、愛爾蘭、格魯吉亞、阿根廷、墨西哥、巴巴多斯、津巴布韋、坦桑尼亞、加納、泰國、哈薩克斯坦等18 個國家和地區的30 多名院長、專家、機構負責人參與討論，約460 人次參會。

與會代表一致認為，國際中文教育資源建設需要以科學規范的標準為基礎，在共建共享的合作機制下，引導孔子學院、大中小學、出版社、企業等多方參與，以需求為導向，因地制宜，利用數字化手段，開發符合語言教學規律的精品教學資源。具體建議如下：

標準引領，建設國際中文教育標準體系和相關行業標準

與會代表認為，科學規范的標準體系是國際中文教育課程與資源建設的基礎，這不僅包括能力標準、課程標準、考試標準，還包括資源建設標準?？鬃訉W院課程體系建設方面，既要與國際漢語能力標準、漢語考試標準相結合，又要注重與當地語言教學標準的對接，更要在課程、考試、評價、教師培訓等環節全方位貫徹標準。國際中文教育資源建設方面，應努力建設行業標準，打破機構間壁壘，促進共建共享。在建立行業標準時機不成熟時，可先聯合相關機構建立團體標準，待條件成熟時再將團體標準升級成行業標準。

美國密歇根州立大學孔子學院副院長李佳行介紹，該孔院根據美國中文教學各級各類標準及要求，提出了建立集需求分析、目標確定、標準對齊、課程研發、協同合作、研究完善為一體的課程成長體系。

坦桑尼亞多多馬大學孔子學院中方院長楊倫介紹了該孔院在中文專業課程體系建設方面的經驗：一是在坦桑尼亞高校委員會指導下，根據當地學生零起點、重考試、輕交流的特點，以及以就業為導向學中文的國情，不斷調整完善課程設置和培養方案。二是與當地中資企業聯合，形成人才培養與就業相結合的良性循環。三是增設中國文化體驗類課程，促進學習熱情。四是確立以中文綜合課為核心，聽、說、讀、寫技能訓練課為輔助的課程體系，穩步提升教學質量。

北語社數字出版中心主任周鸝介紹，北京語言大學出版社參與了新聞出版行業首批團體標準的起草工作，經過不斷完善，目前這個團體標準在一定程度上相當于行業標準。

多方參與，形成共建共享的合作機制

與會代表認為，國際中文教育資源建設離不開各大中小學、出版社、企業、孔子學院的積極參與，應該有一個機構或團體承擔起對接供需、提供平臺、引領發展的責任，逐漸形成共建共享的合作機制。

知識產權關系方面，保證認證及各類信息公開透明；版權保護方面，研發技術解決方案或者應對機制，提高資源安全性；收費模式方面，尊重用戶付費習慣，制定差異化定價方案，充分考慮各類資源特性。

外語教學與研究出版社國際漢語出版中心副總經理鞠慧介紹，北京外國語大學與多家外語類院校聯合發起成立中國高校外語慕課聯盟，該聯盟建立了中國高校外語慕課標準，集合各方力量建立中國高校外語慕課平臺，對接國內用戶，提供行政支持，調動了外語類院校參與資源建設的積極性。

因地制宜，促進當地中文教育內生發展

與會代表認為，當前國際中文教育資源在本土化方面比較薄弱，突出體現在無法與當地外語教學標準銜接、不符合當地教學習慣等方面?？自褐鞲山滩碾m然在一定程度上解決了教材短缺的問題，但要適應當地需求，還需要進行本土化改編或重新開發。

參與主體方面，與當地權威教材出版社合作；內容方面，根據當地國情、學習習慣、教學大綱和教學法進行設計；團隊方面，充分吸收優秀本土教師和有當地外語教材編寫經驗的專家加入開發團隊；渠道方面，依托當地教育部門，走進大中小學等國民教育體系。

津巴布韋大學孔子學院外方院長李開明介紹，津巴布韋大學孔院為適應當地需求，在當地學校、出版社的支持下，中津教師聯合開發了《修納語-漢語詞典》《漢字入門》《英語—修納語—斯瓦希里語—中文對照詞典》等本土教材和工具書。

法國諾歐商學院商務孔子學院中方院長楊玉平介紹，諾歐孔院在充分調研的基礎上，開發了適用于法語國家商科專業的本土教材《商務漢語》及配套的教師手冊。該教材遵循HSK、BCT 大綱，融語言、文化、商務于一體，收到良好反饋。

加拿大中文教學學會副會長、維多利亞大學副教授田軍介紹：加拿大中文教學學會每隔兩年會對加拿大高等院校的中文項目進行調研。最近一次的調研結果顯示，目前加拿大使用最多的中文教材是本土教材《中文聽說讀寫》，孔子學院主干教材在北美的接受度與《中文聽說讀寫》存在一定差距。

科技賦能，適應數字時代學習需求

與會代表認為，數字化、智能化是語言學習的趨勢，也是破解優質教師短缺問題的方法。大數據、人工智能等現代信息技術手段可以為國際中文教育資源建設提供包括用戶畫像、資源管理、精準匹配等技術支持，各孔院、出版社、企業也做了很多國際中文教育數字資源建設方面的工作，取得了較好效果。在新技術、新資源蓬勃發展的同時，也應看到，當前制約國際中文教育數字資源發展的瓶頸是缺少對接供需、整合資源、規范行業的力量，更缺少精準把握需求、引領需求的力量。

德國海德堡大學孔子學院外方院長Petra Thiel 介紹：海德堡大學孔院2016 年引進虛擬課堂，2017 年組織第一次虛擬課堂教師培訓，2018 年開始與上海交通大學合作開發慕課課程。該慕課課程由孔院教師通過改編教材編制拍攝腳本，經專家審核后，由專業人員錄制，通過線上線下混合模式進行教學，取得了良好的效果。

好未來集團執行總裁萬怡挺介紹，好未來集團以“用科技推動教育進步”為使命，擁有AI Lab、腦科學實驗室、硅谷研發中心等多個研發部門，已經積累40 余種AI 能力，覆蓋“教、學、測、練、評”全環節，這些技術可以讓語言教學更加優質、精準。好未來旗下學而思網校通過雙師課堂的方式，破解優質教師短缺難題，幫助更多學生獲得優質教學資源。這一模式也可以推廣至國際中文教育領域。

The forum includes four workshops, namely, “course system development of the Confucius Institute”, “co-contribution and shared benefits of international Chinese language education resource”,“innovation cases of international Chinese language teaching in the intelligence era” and “localization of international Chinese language textbook”.

The workshops are presided by presidents of universities at home and abroad, directors of Confucius Institutes and heads of relevant partner institutions. More than 30 directors, experts and heads of institutions from 18 countries and regions including the U.S.,Canada, Russia, France, Germany, Spain, Portugal, Ireland, Georgia,Argentina, Mexico, Barbados, Zimbabwe, Tanzania, Ghana, Thailand and Kazakhstan, participated in the discussion, and about 460 participants attended the forum.

The delegates agreed that the international Chinese education resource shall be developed based on scientific standards. Besides,under the cooperative mechanism of co-contribution and shared benefits, we shall lead the Confucius Institute, universities, primary and middle schools, publishers, and enterprises to participate in developing excellent teaching resources that conform to the language teaching laws based on demand and local condition through digitization.Some recommendations are as follows:

Standards first—develop international Chinese language education standards and relevant industrial standards

The delegates believed that scientific and standardized systems are the basis of the development of international Chinese language education courses and resources, which include not only competence, course, and test standards, but resource development standards as well. Course system development of the Confucius Institute shall combine international Chinese language competence standards and Chinese language test standards, and pay attention to align with local language teaching standards, and comprehensively implement the standards in stages such as courses, tests, assessment and teacher training. For the international Chinese language teaching resource development, the industrial standards shall be established, and barriers between organizations shall be broken down, so co-contribution and shared benefits will be improved. If it is premature to developing industrial standards, group standards may be established with related organizations first, and upgrade the group standards to industrial standards when the timing is right.

Li Jiahang, Associate Director of the Confucius Institute at the University of Michigan in the U.S. introduced that the Confucius Institute has, under the American standards and requirements of different levels and categories on the Chinese language teaching, proposed the establishment of course improvement system integrating demand analysis, target determination, standard alignment, course development, as well as collaboration and research improvement.

Yang Lun, Chinese Director of the Confucius Institute at the University of Dodoma in Tanzania introduced their experience in developing course system in Chinese major: First, they continuously adjusted and improved the course provision and training scheme with the guidance of Tanzania Commission for Universities, based on the fact that local students have little previous knowledge of Chinese,only focus on examination, neglect communication, and learn Chinese for getting jobs. Second, they cooperated with local China-invested enterprise and formed a virtuous circle with talent cultivation well combined with employment. Third, they set courses of Chinese culture experience to promote enthusiasm of learning. Fourth, they set the course system with the Chinese language comprehensive course as the core, and skill training of listening, speaking, reading and writing as supplement, to steadily improve the teaching quality.

Zhou Li, Director of Digital Publishing Center of Beijing Language and Culture University Press introduced that BLCUP participated in the drafting of the first group standards in the press and publication industry, which equals to the industrial standards to a certain degree through constant improvement.

Multi-party participation to form a cooperation mechanism of contribution and shared benefits

The delegates believed that the development of international Chinese education resources can never be achieved without the active participation of primary and middle schools, publishers, enterprises and the Confucius Institute. Therefore, there should be an organization or group to coordinate supply and demand, provide platform, and lead development, so as to gradually form the cooperation mechanism of contribution and shared benefits.

For intellectual property, an open and transparent authentication and information shall be guaranteed; for copyright protection, technical solutions or coping mechanisms shall be developed to increase the security of the resources; for charge mode, users’ paying habits shall be respected, differentiated pricing scheme shall be set, and various characteristics of resources shall be fully considered.

Ju Hui, Vice General Manager of International Chinese Language Publishing Center of Foreign Language Teaching and Research Press introduced that Beijing Foreign Studies University has jointly established China MOOCs for Foreign Studies with a number of foreign language institutions of higher education, which set up foreign language MOOC standards in Chinese colleges and universities, built the UMOOCs, connected with domestic users, provided administrative supports, and thus aroused the enthusiasm for foreign language institutions of higher education to participate in resource development.

Adapt to local conditions to promote the endogenous development of local Chinese language education

The delegates believed that international Chinese language education lacks localization currently, which reflected in the respects such as being unable to match with the local foreign language teaching standards and being inconformity with local teaching habits.Main textbooks of the Confucius Institute may solve the problem of textbook shortage to some extent, but the textbooks still needs localization or re-development to adapt to the local requirements.

The participants shall cooperate with local authoritative textbook publishers; the contents shall be design in accordance with local national conditions, learning habits, teaching program and teaching methodology; the team shall recruit prominent local teachers and local experts who are experienced in foreign language textbook compilation; the channel shall include national educational system such as universities, middle schools and primary schools with the support of local education sectors.

Herbert Mushangwe, Foreign Director of the Confucius Institute at the University of Zimbabwe said that to meet the local requirement, Chinese and Zimbabwean teachers jointly developed local textbooks and reference books including a Shona—Chinese Dictionary, Chinese Character Introduction and English—Shona—Kiswahili—Chinese Polylingual Dictionary with the support of local schools and publishers.

Yang Yuping, Chinese Director of the Confucius Institute for Business at Neoma Business School in France introduced that on the basis of fully investigation, the Institute developed Business Chinese,the local textbook and matched teacher’s manual, which are applicable to business major in French-speaking world. The textbook followed the program of HSK and BCT, integrated language, culture and business as a whole, and received favorable feedback.

Tian Jun, Vice President of Canadian Teaching Chinese as a Second Language Association (Canadian TCSL Association) and Associate Professor of the University of Victoria, introduced that Canadian TCSL Association usually investigates Chinese language projects in Canadian institutions of higher education every two years.The latest results showed the most used Chinese textbook is a local textbook named Integrated Chinese, and there is a certain difference in the acceptability between the main textbooks of the Confucius Institute and Integrated Chinese in North America.

Enabling technology to adapt to the learning demands in the digital era

The delegates believed that digitization and intelligentization are the trend of language learning, and also a method to solve the shortage of quality teachers. Modern information technologies like big data and artificial intelligence can provide technical support including portrayal, resource management and exact match for the resource development of international Chinese language education.Each Confucius Institute, publisher and enterprise also did a lot for the resource of international Chinese language education and achieved preferably results. During the flourishing of new technologies and new resources, we should also notice that what restrict the development of international Chinese language education resource is the deficient supports to the coordination with supply and demand,integration of resource and standardization of industry, as well as the power of grasping demand and leading demand accurately.

Petra Thiel, Foreign Director of the Confucius Institute at Heidelberg University in Germany introduced that Heidelberg University brought in a virtual classroom in 2016, organized the first virtual classroom teacher training in 2017, and started cooperation and development of MOOC courses with Shanghai Jiaotong University in 2018. The MOOC courses have achieved favorable results with the shooting scrip prepared through adapting textbooks by teachers of the Confucius Institute, reviewed by experts, recorded by professionals, and taught on-line and offline.

Wan Yiting, Executive President of Tomorrow Advancing Life(“TAL”) introduced that the mission of TAL is to “advance education through science and technology”. Owning a number of R&D departments like AI Lab, Brain Science Lab and Silicon Valley R&D Center. TAL has 40 plus AI projects covering the “teaching, learning,testing, practicing and evaluating”, which can make language teaching more qualified and accurate. Xueersi Online School of TAL has solved the hard problem of insufficient high quality teachers through the dual-teacher classroom, and helped more students have high quality teacher resources. This mode can be promoted in international Chinese language education.