Inaugural Symposium of the European Association of Chinese Teaching

Inaugural Symposium of the European Association of Chinese Teaching

10-12 February, 2017, Budapest

ELTE Confucius Institute, 1088 Budapest, Múzeum krt. 4/F

Inaugural Symposium of the European Association of Chinese Teaching

10-12 February, 2017, Budapest

ELTE Confucius Institute, 1088 Budapest, Múzeum krt. 4/F

Inaugural Symposium of the European Association of Chinese Teaching

10-12 February, 2017, Budapest

ELTE Confucius Institute, 1088 Budapest, Múzeum krt. 4/F

Abstracts

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Dr. Yumin Ao Cross-cultural Awareness and Solutions: A Social Perspective Taking (SPT) Module for Competence-based Training
CFL teachers from China encounter a challenge when trying to bridge large cultural gaps and may lack skills to effectively engage with the local populace, including students, teachers, parents and host-school administrators. The successful promotion of Chinese education requires the full support of a partnership with host schools and local communities. Thus, it is of crucial importance that CFL teachers use effective interpersonal technique and communication strategies in the classroom and beyond to overcome potential barriers in cross-cultural communication. However, the majority of CFL teachers from China either have had no exposure to new ideas, people and cultural situations, or had occasional but insufficient cross-cultural knowledge prior to being deployed to host schools. This paper uses Social Perspective Taking (SPT) to address these interpersonal challenges of CFL teachers. 37 CFL teachers voluntarily and anonymously participated in a recent survey regarding cross-cultural interactions and competence. The results of the survey have shown the necessity of competence-based training programs to be designed for in-service CFL teachers. The SPT module proposed in the paper allows teachers to accurately consider students, parents, host-schools’ perspectives without cultural bias and erroneous assumptions, which is the key to successfully promoting instruction of Chinese language and culture. The paper introduces the implementation of the SPT module for an in-service professional development workshop. The paper aims to: (1) contribute to escalating CFL teachers’ cultural competence locally and globally; (2) allow teachers to understand host-schools’ goals while accomplishing objectives of Chinese education; and (3) provide constructive suggestions to develop courses for in-service teacher training.
Mr. Lu Jianming 有关汉语教学学科建设的几个问题 Some Problems in the Disciplinary Construction of TCSOL
暂缺 To be vacant
Dr. Min Li 区域本土汉语教师培训模式探索
区域本土教师培训是带动区域汉语教学逐步提升的重要方式。本文以“中东欧本土汉语教师培训中心”五期培训为分析材料,通过对培训教师特点、培训需求及培训反馈等方面的定性及定量分析,对适合本地区汉语教学需要的培训模式进行归纳,为该类培训提供理论积累。



关键词:中东欧,本土汉语教师,培训,培训模式
Dr. Chao Fen Sun 美国汉语基准教学特征
汉语教学在美国没有国家标准,影响最大的是ACTFL 语文能力大纲,对五个主要的语言能力等级基准作出描述:优异、优秀、高级、中级及初级,并对讲话者在各个等级所能完成的任务以及与各等级任务有关的内容、语境、准确程度及谈话类型作出描述。 斯坦福大学的汉语教学以此大纲等级为基准,以重点培养学生在不同场合使用恰当得体汉语的能力为目标,对不同程度的课程建立了听说读写四个方面的具体教学目标。教学大纲的执行,成败在于师资的培训。我们对所有教师都进行了专门的培训,目前所有教师都是ACTFL认证的口试考监。课堂教学活动,力求任务目标明确,提供所有必需的词汇和语法,便于学生在不同的语境中,准确得体地完成任务。此外,我还会讨论如何面对在职师资培训较具的挑战性的问题。
Ms. Yue Tan 试论汉语教师培训模式区域化适用性——以“中东欧本土汉语教师培训”为例
本土教师培训是带动区域汉语教学逐步提升的重要方式。本文以“中东欧本土汉语教师培训中心”五期培训为分析材料,通过对培训教师特点、培训需求及培训反馈等方面的定性及定量分析,对适合本地区汉语教学需要的培训模式进行归纳,为该类培训提供理论积累。

关键词:中东欧,本土汉语教师,培训,培训模式
Dr. Honghua 红华 Xie 谢 汉语教师专业发展----日内瓦大学孔子学院五年经验反思
众所周知,目前欧洲汉语教学最大的问题是本土教师的质量问题。教师是改变汉语教学现状、通过教学水平、改善教学效果的最关键一环。日内瓦以及周边地区集中了近百名汉语教师,他们活跃在教学的第一线,担负着众多机构的各种类型的继续任务。
日内瓦大学孔子学院成立于2011年11月。作为一所具有独特风格的“研究型”孔院,从一开始,就把汉语教学方面的工作重点定位为教师的专业发展,并对专业发展的前期调查、需求分析、整体规划、培训形式、研讨会形式、其他相关项目等不同方面做了很多积极的尝试。本文通过对五年经历的回顾与反思,介绍我们对教师专业发展方面所积累的一些经验。
在大量专业汉语教师逐渐进入教学前沿的特殊时期,教师专业发展应该针对教师的素质、能力、需求、水平与教学实践来进行,结合“实用性”与“理论性”,顾及教学的方方面面。这是本土教师专业发展有效性与成功的基本保证。
Ms. Jiajia Xu 《HSK标准教程》与hsk考试辅导的实际运用-----以匈牙利布达佩斯考文纽斯大学学生为例
本文通过笔者结合实际教学案例将从《HSK标准教程》(以下简称《教程》)与HSK考试辅导相结合的角度出发,以介绍《教程》 的结构设计与HSK考点的结合情况为核心,通过课堂教学实例以及笔者统计的HSK真题考点在教材中的复现率、词汇与话题的覆盖程度,对比初级(HSK1)与中高级(HSK4)学生的课堂学习模式,突出《教程》始于通过考试却非仅止于此的特色,旨在为欧洲汉语教师教学标准化提供新的教学素材,以及实用的HSK考试辅导方法,能在提高HSK通过率的同时又能真正的提升学生相应的汉语表达能力。
Xie Yi 意大利学生汉语否定句偏误分析
意大利学生汉语否定句偏误分析

1, 否定句在汉语和意大利语中的定义,句型。
在否定句式上,汉语直接将否定词加到需要被否定的成分前面,而意 大利语则要借助助动词加Non来构成否定句。
Lui non ha(助动词“有” ) fame. 他不饿。
Noi non siamo(助动词“是”) sposati. 我们没有结婚。

2, 指出并分析在汉语否定副词"不/没"的使用中,意大利学生容易发生的几种偏误。

3, 指出并分析意大利学生对汉语否定结构的习得困难。
A.列举汉语否定结构并指出复杂程度。
B.比较意大利语与汉语否定句的差异。

4, 总结。以汉语—意大利语否定句型的对比来探讨汉语否定句教学的重点及难点,以及如何在课堂上提高汉语否定句教学的效率。
Ms. Wenying Yin lefebvre 法国汉语教师培训
已交
Dr. Chun Zhang Creating a TCFL Network within Nordic Universities: Action and Reflection
With the growth in learning Chinese as a foreign language (abbreviated into TCFL) in a global scale, there is a pressing need for universities to deliver high quality TCFL to the learners. This requires teachers to develop and to apply the latest knowledge within the field both theoretically and pedagogically. However, due to small size of Chinese study program and limited TCFL staff within Nordic universities, issues of TCFL teacher development have not been sufficiently addressed. To address this concern, this paper will focus on studying the case of the newly-established project entitled ‘NordNet TCFL 2016’ funded by Nordplus Higher Education. The project aims to enhance TCFL and strengthen CFL teacher network. During the project, CFL teachers from Aarhus University, Denmark; Stockholm University, Sweden and Oslo University, Norway conduct three ‘teacher mobility’ activities. Each activity entails visiting one or two partner universities, observing classes, and discussing methodological issues. The 1st activity took place on Oct. 17-18, 2016 at Stockholm University, Sweden. The 2nd activity took place on Oct. 27-28, 2016 Aarhus University, Denmark. The 3rd activity will take place in March, 2017 at Oslo University, Norway. During each activity, surveys are issued and questions are posed. The preliminary analysis from two completed activities and surveys show that three challenges face the growth of TCFL and professional development of teachers. (1) lacking research-based subject-didactic knowledge specific to TCFL to Danish, Swedish and Norwegian learners; (2) problematic focus on English-language CFL textbooks (i.e., Danish/Swedish/Norwegian-textbook on TCFL are needed); (3) little guidance on the ways to train local novice non-native speakers to become qualified CFL teachers. Finally, we offer suggestions for reconsidering TCFL teacher education in an effort to foster a research-based subject-& country-specific didactic education program, and call for establishing a permanent CFL teacher network.