国际中文教学资源建设

论坛包括“孔子学院课程体系建设”“国际中文教育资源共建共享”“智能时代的国际中文教学创新案例”“国际中文教材的本地化”四个工作坊。

各工作坊由国内外大学校长、孔子学院院长、合作单位相关负责人主持，邀请了来自美国、加拿大、俄罗斯、法国、德国、西班牙、葡萄牙、爱尔兰、格鲁吉亚、阿根廷、墨西哥、巴巴多斯、津巴布韦、坦桑尼亚、加纳、泰国、哈萨克斯坦等18 个国家和地区的30 多名院长、专家、机构负责人参与讨论，约460 人次参会。

与会代表一致认为，国际中文教育资源建设需要以科学规范的标准为基础，在共建共享的合作机制下，引导孔子学院、大中小学、出版社、企业等多方参与，以需求为导向，因地制宜，利用数字化手段，开发符合语言教学规律的精品教学资源。具体建议如下：

标准引领，建设国际中文教育标准体系和相关行业标准

与会代表认为，科学规范的标准体系是国际中文教育课程与资源建设的基础，这不仅包括能力标准、课程标准、考试标准，还包括资源建设标准。孔子学院课程体系建设方面，既要与国际汉语能力标准、汉语考试标准相结合，又要注重与当地语言教学标准的对接，更要在课程、考试、评价、教师培训等环节全方位贯彻标准。国际中文教育资源建设方面，应努力建设行业标准，打破机构间壁垒，促进共建共享。在建立行业标准时机不成熟时，可先联合相关机构建立团体标准，待条件成熟时再将团体标准升级成行业标准。

美国密歇根州立大学孔子学院副院长李佳行介绍，该孔院根据美国中文教学各级各类标准及要求，提出了建立集需求分析、目标确定、标准对齐、课程研发、协同合作、研究完善为一体的课程成长体系。

坦桑尼亚多多马大学孔子学院中方院长杨伦介绍了该孔院在中文专业课程体系建设方面的经验：一是在坦桑尼亚高校委员会指导下，根据当地学生零起点、重考试、轻交流的特点，以及以就业为导向学中文的国情，不断调整完善课程设置和培养方案。二是与当地中资企业联合，形成人才培养与就业相结合的良性循环。三是增设中国文化体验类课程，促进学习热情。四是确立以中文综合课为核心，听、说、读、写技能训练课为辅助的课程体系，稳步提升教学质量。

北语社数字出版中心主任周鹂介绍，北京语言大学出版社参与了新闻出版行业首批团体标准的起草工作，经过不断完善，目前这个团体标准在一定程度上相当于行业标准。

多方参与，形成共建共享的合作机制

与会代表认为，国际中文教育资源建设离不开各大中小学、出版社、企业、孔子学院的积极参与，应该有一个机构或团体承担起对接供需、提供平台、引领发展的责任，逐渐形成共建共享的合作机制。

知识产权关系方面，保证认证及各类信息公开透明；版权保护方面，研发技术解决方案或者应对机制，提高资源安全性；收费模式方面，尊重用户付费习惯，制定差异化定价方案，充分考虑各类资源特性。

外语教学与研究出版社国际汉语出版中心副总经理鞠慧介绍，北京外国语大学与多家外语类院校联合发起成立中国高校外语慕课联盟，该联盟建立了中国高校外语慕课标准，集合各方力量建立中国高校外语慕课平台，对接国内用户，提供行政支持，调动了外语类院校参与资源建设的积极性。

因地制宜，促进当地中文教育内生发展

与会代表认为，当前国际中文教育资源在本土化方面比较薄弱，突出体现在无法与当地外语教学标准衔接、不符合当地教学习惯等方面。孔院主干教材虽然在一定程度上解决了教材短缺的问题，但要适应当地需求，还需要进行本土化改编或重新开发。

参与主体方面，与当地权威教材出版社合作；内容方面，根据当地国情、学习习惯、教学大纲和教学法进行设计；团队方面，充分吸收优秀本土教师和有当地外语教材编写经验的专家加入开发团队；渠道方面，依托当地教育部门，走进大中小学等国民教育体系。

津巴布韦大学孔子学院外方院长李开明介绍，津巴布韦大学孔院为适应当地需求，在当地学校、出版社的支持下，中津教师联合开发了《修纳语-汉语词典》《汉字入门》《英语—修纳语—斯瓦希里语—中文对照词典》等本土教材和工具书。

法国诺欧商学院商务孔子学院中方院长杨玉平介绍，诺欧孔院在充分调研的基础上，开发了适用于法语国家商科专业的本土教材《商务汉语》及配套的教师手册。该教材遵循HSK、BCT 大纲，融语言、文化、商务于一体，收到良好反馈。

加拿大中文教学学会副会长、维多利亚大学副教授田军介绍：加拿大中文教学学会每隔两年会对加拿大高等院校的中文项目进行调研。最近一次的调研结果显示，目前加拿大使用最多的中文教材是本土教材《中文听说读写》，孔子学院主干教材在北美的接受度与《中文听说读写》存在一定差距。

科技赋能，适应数字时代学习需求

与会代表认为，数字化、智能化是语言学习的趋势，也是破解优质教师短缺问题的方法。大数据、人工智能等现代信息技术手段可以为国际中文教育资源建设提供包括用户画像、资源管理、精准匹配等技术支持，各孔院、出版社、企业也做了很多国际中文教育数字资源建设方面的工作，取得了较好效果。在新技术、新资源蓬勃发展的同时，也应看到，当前制约国际中文教育数字资源发展的瓶颈是缺少对接供需、整合资源、规范行业的力量，更缺少精准把握需求、引领需求的力量。

德国海德堡大学孔子学院外方院长Petra Thiel 介绍：海德堡大学孔院2016 年引进虚拟课堂，2017 年组织第一次虚拟课堂教师培训，2018 年开始与上海交通大学合作开发慕课课程。该慕课课程由孔院教师通过改编教材编制拍摄脚本，经专家审核后，由专业人员录制，通过线上线下混合模式进行教学，取得了良好的效果。

好未来集团执行总裁万怡挺介绍，好未来集团以“用科技推动教育进步”为使命，拥有AI Lab、脑科学实验室、硅谷研发中心等多个研发部门，已经积累40 余种AI 能力，覆盖“教、学、测、练、评”全环节，这些技术可以让语言教学更加优质、精准。好未来旗下学而思网校通过双师课堂的方式，破解优质教师短缺难题，帮助更多学生获得优质教学资源。这一模式也可以推广至国际中文教育领域。

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.