国际中文开源期刊平台

拉脱维亚孔子学院汉语课堂问题分析与应对策略

Analysis and Coping Strategies of Chinese Classroom of Confucius Institute in Latvia

教育研讨 / 2024,6(3)：739-746 / 2024-07-03 4 2

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• 作者： 李雨赢     
• 单位：

  华南师范大学文学院，广州

• 关键词： 拉脱维亚；孔子学院；汉语教学；课堂问题；应对策略
• Latvia; Confucius Institute; Chinese teaching; Classroom problems; Coping strategies
• 摘要： 在高质量共建“一带一路”的愿景下，中国与拉脱维亚两国在各领域的合作逐渐加强，教育文化交流日益频繁。其中，国际中文教育的文化传播功能也成为学界关注的焦点。因此，提升汉语课堂教学效能，探究背后的文化因素与价值逻辑，寻求两国教育文化发展的最大公因数便有了必要性。本文结合拉脱维亚孔子学院的实践教学经验，从教师、学生、学校、课堂四个层面梳理了当地汉语课堂教学现状，并探析背后存在的历史文化背景、语言政策环境及中拉国际关系等影响因素。最后，从三位一体的角度进行了主体性分析，倡导孔子学院、汉语教师与派遣单位通力合作，推动国际中文教育朝着积极有效的方向纵深发展。
• Under the vision of high-quality “Belt and Road”, the cooperation between China and Latvia in various fields has been gradually strengthened, and educational and cultural exchanges have become increasingly frequent. Among them, the cultural communication function of international Chinese language education has also become the focus of academic attention. Therefore, it is necessary to improve the efficiency of Chinese classroom teaching, explore the cultural factors and value logic behind it, and seek the maximum public factor for the development of education and culture in the two countries. Based on the practical teaching experience of Confucius Institute in Latvia, this paper sorts out the current situation of local Chinese classroom teaching from four aspects: teachers, students, schools and classrooms, and analyzes the influencing factors of historical and cultural background, language policy environment and international relations between China and Latin America. Finally, this paper makes the subjectivity analysis from the perspective of the trinity, and advocates the cooperation between Confucius Institute, Chinese teachers and the sending units to promote the in-depth development of international Chinese education in a positive and effective direction. Key words: Latvia; Confucius Institute; Chinese teaching; classroom problems; coping strategies.
• DOI： https://doi.org/10.35534/es.0603098
• 引用： 李雨赢．拉脱维亚孔子学院汉语课堂问题分析与应对策略［J］．教育研讨，2024，6（3）：739-746．