Theory
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Welcome to china360 “Theory”. This section of the site is meant to serve as an online journal and op-ed page that is comprehensive in scope, objectively critical in analysis, and contextually relevant and current. The Theory section is designed as a collective undertaking by experts across disciplines from different corners of the globe. China Institute seeks to provide a balanced voice on the current state of theory and research in subjects pertinent to Mandarin language education and the understanding of Chinese civilization. We will solicit submissions from outstanding experts in their respective fields, and their future contributions of scholarship will cover topics such as bilateral policy issues on industrialization and environmentalism, the current state of Mandarin language education in the United States, and pioneering pedagogical research on integrating culture into the virtual classroom.
We hope you find the articles here stimulating and thought-provoking.
China Institute Education Department Staff
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尊敬的老师们
我很荣幸代表华美协进社的教育组来歡迎您访问我们崭新的教育网站。 这是华美协进社走进全球网上教室空间的第一大步。
华美协进社注重弘扬中国文化，是美国历史最悠久的中美两文化教育机构，在教育领域中的历史传承可追溯到1926年该社的创始人胡适和杜威教授。自成立以来，华美协进社一如既往推进中美两国人民之间的交往，促进相互间的了解。教育网站是华美协进社最新的创举，旨在履行一个崭新的无国界时代赋予我们的新的历史使命。 (more…)
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Professor Hsin-Mei Agnes Hsu
Brown University
Rhode Island, USA
By commission of the UNESCO Scientific Committee for the Qhapaq Ñan
April 2006
Samarkand, Uzbekistan
Chinese Silk was all the rage in Augustan Rome (31 BCE-14 CE). In Ars Amatoria (The Art of Love), Ovid (43 BCE-17 CE) gives us one of the earliest references of the wearing of Chinese silk in Western literature.
But he that covets to retain her heart,
Let him apply his flattery with art;
With lasting raptures on her beauty gaze,
And make her form the subject of his praise.
Purple commend, when she’s in purple dress’d;
In scarlet, swear she looks in scarlet best;
Array’d in gold, her graceful mien adore,
Vowing those eyes transcend the sparkling ore.
With prudence place each compliment aright;
Tho’ clad in crape, let homely crape delight.
(more…)
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寄语：
面临信息化时代，国际汉语教育就需要依靠网络和多媒体技术构建合适的情境，通过协作和会话使汉语学习有突破性的进展。网络为汉语学习资源的传播提供了崭新的平台，同时也成为连接教室空间、虚拟空间和真实空间的有效工具，全方位学习汉语成为现实。多媒体为汉语学习提供了多通道的感受，学习汉语的效率因此而得到提高。这个网站的正式开通，体现了华美协进社在和华东师范大学的合作中强强联合的优势，相信这将为汉语在美国的推广提供一个新天地。
论文摘要：
网络应用于对外汉语课堂教学的模式和原则
华东师范大学 张建民
网络在汉语教学中的运用可以根据其在学生学习时所占居的地位分成自主式学习和辅助式学习两种模式。
自主式学习模式基本上是利用网络提供学习材料，以学生自学为主。从个体学习角度出发，模式中汉语教师并不占主导地位，也就是说，学习进度和学习效果完全由学生自己掌控，这就会造成群体中个体差异很大，甚至造成学生无法知道自己所学的汉语在生活中是否实用，而实用性正是学生耐心学习的动机之一。另外，语言是在一套规则上产生的，其所产生的句子是无限的，词与词的搭配除了要按语法规则外，还有一个约定俗成的问题，学好一门语言，实际上要经过一个艰苦的练习过程，需要有交流对象，这些对象可以是教师，也可以是同学，但是当前模式中同学和教师都只能处在作为辅助的对象位置上，如果不采取特别措施的话，时间一长，学生的学习积极性就会降低。显然这一模式在汉语的课堂教学中是不宜采用的
辅助式学习则是在传统课堂上引进网络教学手段，将网络上的素材和课堂教学内容有机地结合在一起。由于网络的连结，学生具有的学习环境丰富起来了，其交互性也更强。这主要反映在两个层面上：在教学主体所在的局域网内，教师虽然还在传统的位置上，可以形成“教师 → 教材 → 学生”单向传递链，但是他也可以和学生形成双向传递关系；学生这时所处的地位也和自主式学习模式不一样，可以和教师、同学同时产生双向传递关系，甚至和教材也是。这种双向传递关系的建立正是对外汉语教学所求的更高一个层次上的学习环境。如果说以结构为主的对外汉语教学基本上是建立在单向传递链之上的，是和传统教学环境相适应的话，那么，利用网络教学则更强调双向传递，也就是说更强调语言的交际性，无论如何，它为课堂教学提供传统课堂所不能达到的模拟现实境界，使学生学到了“活生生”的汉语。 (more…)
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Bell tower
Dear Colleague:
Thank you for your interest in China Institute’s 2009 National Endowment for the Humanities Summer Institute, From Chang’an to Xi’an: Ancient Capital to Modern Metropolis. The program will take place in Xi’an, China, and will extend over five weeks from Monday, July 6 through Friday, August 7, 2009. The program, open to twenty-five participants, has been designed and will be operated by China Institute’s Teach China program, China Institute’s award-winning professional development program for K-12 teachers. (more…)
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