DSpace Collection:https://has.hcu.ac.th/xmlui/handle/123456789/512026-07-02T06:14:58Z2026-07-02T06:14:58Z职前国际中文教师教学技能实训研究王琥Wang Huhttps://has.hcu.ac.th/xmlui/handle/123456789/57312026-06-23T20:00:06Z2024-01-01T00:00:00ZTitle: 职前国际中文教师教学技能实训研究
Authors: 王琥; Wang Hu
Abstract: Teachers are the practitioners and promoters of international Chinese education, and their professional competence is the fundamental factor affecting the quality of teaching in this field. Teaching skills are a key component of teachers’ professional abilities, and the development of international Chinese education has placed higher demands on these skills. Pre-service international Chinese language teachers, as the reserve force for international Chinese education instructors, must possess high-level teaching skills to keep pace with the evolving trends in international Chinese education. This article focuses on the teaching skill training of pre-service international Chinese language teachers, examining the practical teaching skills training of masters in Chinese international education who aspire to become pre-service international Chinese language teachers. Following the latest standards and norms such as the “Professional Competence Standards for International Chinese Language Teachers,” this study deeply analyzes the connotation, characteristics, and laws of teachers' teaching skills, exploring ways to improve practical training of teaching skills. Through methods such as questionnaire surveys, interview survey, literature review, statistical analysis method and case studies, this thesis comprehensively understands the current status of pre-service teachers’ practical training of teaching skills , analyzes the existing problems and influencing factors, and discusses the construction of a new practical training system. Simultaneously, the article selects case universities with comprehensive consideration, comprehensively examines the training of teaching skills training in case universities, then propose improvement suggestions for teaching skills training in case universities. The study finds that currently, masters in Chinese international education, as pre-service international Chinese language teachers, have insufficient mastery of teaching skills. The overall teaching skill level is not high, which is at a moderate level. At the level of influencing factors, the overall design of the school’s practical training programs , students’ self-cognition of teaching skills training, students’ participation in extracurricular activities and teaching competitions, school internship training, school practical training course settings and teaching methods, and graduate tutor guidance impact the training of teaching skills cultivation. Therefore, combining engineering education concepts, coordinating the design of overall practical teaching programs, and constructing a new model of practical education are effective ways to promote the teaching skills of pre-service international Chinese language teachers. The main research contents of the full text are as follows: Chapter 1, “The Basic Connotation of Professional Competence and Teaching Skills of International Chinese Language Teachers,” is divided into three aspects: First, it clarifies the connection and difference between the professional competence and teaching skills of international Chinese language teachers, defines the concept of teaching skills in detail, and combs the connotation of practical teaching. Second, based on professional-related documents such as the “Guiding Training Program for Full-time Master's Degree Students in Chinese International Education” and the “Professional Competence Standards for International Chinese Language Teachers,” (abbr. New version) it analyzes and explores the components and basic content of teaching skills for international Chinese Language teachers based on new standard. Thirdly, to sort out the development and current situation of pre-service international Chinese teacher training, mainly focusing on the cultivation and practical teaching of masters in Chinese International Education as pre-service teachers. Chapter 2, “Research Design and Implementation of the Current Status of Pre-service International Chinese Teachers' Teaching Skills Practical Training,” mainly explains the survey design and implementation process regarding the current status of pre-service international Chinese teachers’ teaching skills practical training. Firstly, on macroscopic level, combining the “Professional Competence Standards for International Chinese Language Teachers,” a questionnaire and interview outline for Master of Chinese International Education was designed to comprehensively understand Master of Chinese International Education’s mastery of teaching skills and influencing factors. The questionnaire adopts a five-point Likert scale, covering three major sections: basic information, the current status of teaching skills mastery, and influencing factors, and uses SPSS software for statistical analysis. Meanwhile, interviews were conducted with Master in Chinese International Education, graduate tutors, and teachers to discuss students' awareness and attitudes toward teaching skills training, self-assessment, professional training participation, and training suggestions from the student and teacher level. Secondly, it explains the consideration factors of choosing case universities, as well as the research design combining literature research, questionnaire survey and field research adopted in the case universities. Chapter 3, “Investigation and Analysis of the Current Situation of Pre-service International Chinese Teachers' Teaching Skills Training,” conducted a descriptive analysis of the questionnaire and interview results. The survey found that: Currently, pre-service teachers have significant deficiencies in teaching skills mastery, which is at a medium level. At the level of influencing factors of teaching skills, the overall profile of school practical training impact teaching skills cultivation, students’ cognition of teaching skills training, participation in extracurricular activities and teaching competitions, school internship training, school practical training course content and teaching methods and graduate tutor guidance. Therefore, it is necessary to study targeted improvement paths to promote teaching practical skills training for pre-service international Chinese teachers. Chapter 4, “Architecture of the Teaching Skills Training System for Chinese International Education Based on the CDIO Education Concept,” attempts to construct a new practical teaching skills training mode for international Chinese teachers based on the aforementioned research that clarifies the current situation and existing problems of teaching skills training. Guided by programmatic documents such as the “Professional Competence Standards for International Chinese Teachers,” and incorporating the concepts of “learning by doing” and “project-based teaching” from engineering education, this chapter delves into the theoretical foundation, core concepts, construction principles, main content, and evaluation mechanism of teaching skills training. The aim is to build a teaching skills practical training mode that not only conforms to the characteristics of international Chinese education but also adapts to changes in industry demands. Chapter 5, “A Case Study on Pre-service Training of Teaching Skills for International Chinese Teachers in Universities,” this chapter comprehensively considers the factors such as the history and demonstration of degree training and selects the teaching skills practical training condition of master’s degree students in Chinese International Education at a university in Chongqing (hereinafter referred to as “C University”) as the case study object. Based on the aforementioned research, through research methods such as literature research, questionnaire surveys and statistical analysis, this chapter conducts an in-depth analysis of the basic situation and effectiveness of the school’s teaching skills practical training in case universities, and proposes improvement suggestions for teaching skills practical training based on existing problems. The conclusion summarizes the full text and presents the deficiencies and prospects of the research.; 教师是国际中文教育的实践者和推动者，教师专业能力是影响国际中文教育教学质量的根本因素。教学技能是教师专业能力的关键组成部分，国际中文教育的新发展对教师教学技能提出了更高要求。职前国际中文教师作为国际中文教育师资储备力量，具备高水平的教学技能才能适应国际中文教育的发展趋势。本文以职前国际中文教师的教学技能实训为研究对象，考察了作为职前国际中文教师的汉语国际教育专业硕士的教学技能实训情况。研究遵循《国际中文教师专业能力标准》等最新标准和规范，深入分析教师教学技能的内涵、特点和规律，探讨提升教学技能实训培养的路径。通过问卷调查、访谈调查、文献研究法、统计分析和个案研究等方法，全面了解职前教师教学技能实训培养的现状，剖析其中存在的问题和影响因素，探讨实训教学新体系的构建，同时综合考量来选择个案高校，全面考察个案高校的教学技能实训培养情况，提出对个案高校教学技能培养的提升建议。研究发现：当前，作为职前国际中文教师的汉语国际教育专业硕士教学技能掌握情况存在不足，整体教学技能水平处于中等程度；在影响因素层面，学校实训培养方案整体设计、学生对教学技能实训自我认知、学生第二课堂活动与教学竞赛参与情况、学校实习实训培养环节、学校实训类课程设置和教学方法、研究生导师指导均对教学技能培养情况产生影响；为此结合工程教育理念，统筹设计实训教学整体方案，构建实训教育新模式，是促进职前国际中文教师教学技能提升的有效途径。全文主要研究内容有：第一章“国际中文教师专业能力与教学技能基本内涵”研究内容分为三个方面：一是厘清了国际中文教师专业能力与教学技能的联系与区别，对教学技能的定义进行详细梳理和界定，对实训教学的内涵进行了梳理；二是以《全日制汉语国际教育硕士专业学位研究生指导性培养方案》《国际中文教师专业能力标准》（简称“新标准”）等专业相关文件为标准，分析探讨了基于“新标准”的国际中文教师教学技能的组成要素和基本内容；三是梳理职前国际中文教师培养的发展与现状，主要是作为职前教师的汉语国际教育硕士生培养和实训教学的情况。第二章“职前国际中文教师教学技能实训现状调研设计与实施”主要阐释了关于职前国际中文教师教学技能实训现状的调查设计与实施过程。首先，在宏观层面，结合《国际中文教师能力标准》，设计了针对汉语国际教育硕士生的问卷和访谈提纲，旨在全面了解汉语国际教育硕士生的教学技能掌握情况及其影响因素。问卷采用五度量表法，调查涵盖了基本信息、教学技能掌握现状和影响因素三大板块，并通过SPSS软件进行统计分析。同时，访谈调查面向汉语国际教育硕士生、硕士生导师和任课教师，从学生和教师两个层面探讨了学生对教学技能培养的意识与态度、自我评估、专业实训参与情况以及培养建议等方面的实际情况。其次，阐释了选择个案高校的考量因素，以及在个案高校所采取的文献研究法、调查问卷法、实地调研相结合的研究设计。第三章“职前国际中文教师教学技能实训现状考察与分析”，对问卷和访谈结果进行了描述性分析，得出调查发现：目前，职前教师在教学技能掌握方面存在明显不足，整体掌握情况居于中等水平；在教学技能影响因素层面，学校实训培养方案整体设计、学生对教学技能实训自我认知、学生第二课堂活动与教学竞赛参与情况、学校实习实训培养环节、学校实训类课程设置和教学方法、研究生导师指导均对教学技能培养情况产生影响；为此应针对性研究提升路径，推动职前国际中文教师教学技能实训。第四章“基于CDIO教育理念的汉语国际教育专业教学技能实训体系构建”在前述研究明确教学技能实训现状和存在问题的基础上，尝试构建一种新的国际中文教师教学技能实训模式。主要以《国际中文教师专业能力标准》等纲领性文件为指导，融入工程教育中“做中学”与“项目制教学”的理念，深入探讨教学技能实训教学的理论基础、核心理念、建构原则、主要内容和评价机制，构建出一套既符合国际中文教育特点，又能适应行业需求变化的教师教学技能实训教学模式。第五章“职前国际中文教师教学技能实训个案高校研究”，本章综合考虑学位点培养历史和示范性等因素，选择重庆市的一所高校（简称“C高校”）汉语国际教育硕士专业教学技能实训培养情况作为个案研究对象。在前述研究基础上，通过文献研究、问卷调查、统计分析等研究方法，深入分析个案高校在教学技能实训环节的基本情况和培养实效，并针对存在问题提出教学技能实训的改进建议。结语部分对全文进行了研究总结，提出了研究存在的不足和研究展望。
Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024.2024-01-01T00:00:00Z新世纪泰国语言文化政策影响下的华文教育研究石铃凤Shi Lingfenghttps://has.hcu.ac.th/xmlui/handle/123456789/57302026-06-23T20:01:10Z2024-01-01T00:00:00ZTitle: 新世纪泰国语言文化政策影响下的华文教育研究
Authors: 石铃凤; Shi Lingfeng
Abstract: Chinese education in Thailand has always attracted academic attention. From the beginning of the last century to the end of the last century, Chinese education in Thailand suffered two heavy blows, which caused the transformation of Chinese education from mother-tongue teaching to second language teaching and even trilingual education. Under the influence of various factors such as the positive influence of Thailand’s language and culture policy, the active participation of overseas Chinese and the Chinese government’s massive human and material support, Thai Chinese education has developed rapidly in a short period of time. However, due to the nearly During a century of development winter, all aspects of the education system have been hit hard by development. Until the beginning of this century, Thai Chinese education showed a lack of potential for development. Today, Thai Chinese education has experienced more than 20 years of development. With the further support and guidance of Thai language and culture policies, Thai Chinese education has made new developments. Therefore, it is necessary to describe the current development status of Chinese education in Thailand on the basis of questionnaire surveys and field interviews, summarize its successful experience, reveal the shortcomings of its development, and explore its causes, and further use SWOT analysis to explore the development of Chinese education in Thailand. The development pattern of Chinese education and its future development trends. The full text is mainly divided into three parts: introduction, main text and conclusion: The first part, the introduction, mainly introduces the reasons for choosing the topic of the paper, the current research status and research deficiencies at home and abroad, the research methods of this paper and the innovations of the paper. The second part is the main text, with six chapters in total. The first chapter mainly introduces the evolution of Thailand’s language and culture policy since the new century, describes the changing characteristics of Thailand’s Chinese education policy, and summarizes the main reasons for promoting changes in Thailand’s language and culture policy. Chapter 2 mainly introduces the evolution process of Chinese education and the overall characteristics of development and changes under Thailand’s language and culture policy since the new century, and analyzes its causes. Chapter 3 uses questionnaires and in-depth interviews to investigate the current situation of the teaching staff of Chinese education in Thailand, professional quality and ability development, professional identity, and classroom teaching. It is found that the number of Chinese teachers in Thai universities is It has reached a mature level. Each school determines the corresponding number of teachers according to its own enrollment scale. Data analysis shows that the main body of Chinese teachers in Thailand has achieved the goal of localization in Thailand; the current situation of Chinese education in Thailand’s basic education stage is compared with that of higher education. The education stage is relatively weak. Compared with the higher education stage, the teaching team is less stable, and there is a shortage of Chinese teachers in some remote areas. Chapter 4 uses a questionnaire survey to investigate the current learning situation of Chinese language learners in higher education in Thailand. It mainly investigates the learning current situation of Chinese language learners from three major aspects: learning motivation, learning attitude and “de-motivation” factors of learning motivation. in terms of “de-motivation” factors, investigate whether there are “de-motivation” factors from aspects such as language learning environment, curriculum and teaching content, teacher team, teaching operation status and teaching operation guarantee adjustments, teaching effects, etc. Chapter 5, based on the questionnaire survey, investigates the current situation of teachers’ use of Chinese textbooks and students’ learning status in Thailand. Through the investigation, it is found that the main source of Chinese textbooks in Thai universities is mainland China, but the textbooks compiled by local Thai teachers or schools It is widely used and highly rated by students. Chapter 6 uses the global perspective comparison method to compare Thai Chinese education with Singapore Chinese education under the framework of language and culture policies, and explores the causes and development patterns of the current development status of Chinese education in different countries; uses SWOT analysis to analyze and summarize Thai Chinese education The advantages and opportunities, disadvantages and threats are summarized to summarize the future development trend of Chinese education in Thailand. The third part, the conclusion, summarizes the main content of the article, research conclusions, research deficiencies and future research directions.; 泰国华文教育一直受到学界关注。上个世纪初直至世纪末，泰国华文教育遭受了两次重创，使得华文教育由母语教学转变为二语教学甚至为三语教育。在泰国语言文化政策积极影响，华侨华人的积极参与和中国政府大量的人力物力支持等多种因素影响下，泰国华文教育在短时间内，获得了快速的发展，但由于泰国华文教育经历了将近一个世纪的发展寒冬，教育体系的各个环节都受发展的重创，直到本世纪初，泰国的华文教育都呈现出发展后劲不足的状况。时至今日，泰国华文教育又经历二十多年的发展，在泰国语言文化政策的进一步支持和引导下，泰国华文教育有了新的发展。因此有必要在问卷调查和实地访谈的基础上，描写出泰国华文教育的发展现状，总结其成功的经验，揭示其发展存在的不足，并挖掘其产生的原因，进一步利用SWOT分析法探寻泰国华文教育的发展规律及其未来发展趋势。全文主要分为绪论、正文、结语三部分：第一部分，绪论，主要介绍了论文的选题缘由，国内外研究现状和研究不足，本文研究方法及论文的创新之处。第二部分为正文，共有六章。第一章主要介绍了新世纪以来，泰国语言文化政策的演变历程，描写出泰国华文教育政策的变化特征，并总结出促进泰国语言文化政策变化的主要原因。第二章主要介绍新世纪以来，在泰国语言文化政策下，华文教育嬗变的历程及发展变化的总体特征，并分析其成因。第三章采用调查问卷和深入访谈的形式，主要从泰国华文教育的教师队伍现状、专业素质能力拓展、职业认同度和课堂教学情况等四大模块开展调查，发现，泰国高校华文教师师资力量已经达到成熟水平，每个学校根据自己的招生规模，确定相应的教师数量，通过数据分析显示，泰国的华文教师主体已经实现泰国本土化建设目标；泰国基础教育阶段的华文教育现状较之于高等教育阶段而言就显得较为薄弱，教师队伍较之于高等教育阶段而言，存在教师队伍稳固性较差，一些偏远地区存在中文师资力量不足的现象。第四章通过问卷调查的方式，调查了泰国高等教育阶段中华文学习者的学习现状，主要从学习动机、学习态度和学习动机的“去动机”因素三大块调查了汉语学习者的学习现状，“去动机”因素上，从语言学习环境、课程设置与教学内容、教师队伍、教学运行现状与教学运行保障、教学效果等方面进行调查是否存在“去动机”因素。第五章在问卷调查的基础上，调查了泰国华文教材的教师使用现状和学生学习现状，通过调查发现，泰国高校阶段的华文教材主要来源还是中国大陆，但是泰国本土教师或学校自编的教材使用数量不在少数，且受学生评价较高。第六章运用全球视野比较法，将语言文化政策框架下的泰国华文教育与新加坡华文教育进行比较，探寻华文教育在不同国家发展现状产生的原因和发展规律；利用SWOT分析法分析总结泰国华文教育的优势与机会、劣势与威胁，总结出泰国华文教育未来进一步发展趋势。第三部分，结语，总结文章的主要内容、研究结论，研究不足及未来研究 方向。
Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 2024.2024-01-01T00:00:00Z朝贡贸易体制下明朝面向东南亚的文化传播研究李树娟Li Shujuanhttps://has.hcu.ac.th/xmlui/handle/123456789/56952026-06-23T07:24:00Z2024-01-01T00:00:00ZTitle: 朝贡贸易体制下明朝面向东南亚的文化传播研究
Authors: 李树娟; Li Shujuan
Abstract: The historical origins of tributary trade can trace back far. The Ming government carried out the policy of “attracting people with kindness to come to you from far away” and attracted the surrounding countries to bow and pay Chaogong goods to this country every year. They used Chaogong trade as a means to achieve the purpose of diplomacy with the the surrounding nations through cultural influence. After entering the 21st century, cultural exchanges between China and Southeast Asian countries have not only entered a new era, but also raised new topics in the study of foreign cultural exchanges. Therefore, this paper takes the cultural exchanges between the Ming Dynasty and Southeast Asia under the Chaogong trade system as the research object. And the dissertation explores mechanism, content and impact of cultural exchanges in this historical period by sorting out historical documents and reveals the role of cultural exchanges, characteristics and patterns in this period and their implications for cultural exchanges and cooperation between China and Southeast Asian countries today. The first chapter of the paper is a literature review, and the second to sixth chapters are major parts of the dissertation. Chapter one is literature review. This chapter summarizes and refines the research content, purpose and significance of this dissertation by sorting out the relevant research literatures about Chaogong (tributary trade) and cultural exchanges with Southeast Asian countries during the Ming Dynasty. Chapter two summarizes and analyzes the Chaogong trade between the Ming Dynasty and Southeast Asia. The dissertation combs the historical evolution of the Chaogong trade system, the Chaogong relations and Chaogong goods exchanges between the Ming Dynasty and Southeast Asian countries, and analyzes the specific situation of this system in promoting Chaogong relation between the Ming and Southeast Asian countries in different periods of the Ming Dynasty, including Chaogong countries, Chaogong goods, frequency and rewards. This is also the basis for analyzing the cultural exchanges between the Ming Dynasty and ancient Southeast Asian countries under the Chaogong system. Chapter three analyzes the Ming Dynasty’s administrative and cultural influence in tributary countries in Southeast Asia. In this chapter the dissertation further explores and discusses the Ming Dynasty’s pilgrimage, canonization, vassalization, and edict coordination to Chaogong countries in Southeast Asia on the basis of Chaogong trade, as well as the cultural relics, regulations, and etiquette reflected in the Chaogong process. Using Chaogong trade as a means, it demonstrates the manner of a great country and how the county embodies the policies of “attracting people with kindness to come to you from far away” and “attracting the surrounding countries bow and pay Chaogong goods to this country every year” through the export of official culture exchanges and missionary education. At the same time, official cultural exchanges provide a reference paradigm for bilateral peaceful exchanges and current bilateral cultural exchanges and cooperation. Chapter four presents the Ming Dynasty’s language and cultural influence in Chaogong countries in Southeast Asia. By analyzing the Chaogong trade between the Ming Dynasty and ancient Southeast Asian countries, it promoted the spread of classics and historical collections, literary and cultural works in Southeast Asia, and promoted the vassal states’ demand for Chinese language and cultural education. Chaogong trade, as a medium and bridge, greatly promoted the spread and influence of Chinese language and culture during the Ming Dynasty. Chapter five focuses on the traditional cultural influence in Chaogong countries in Southeast Asia in Ming Dynasty. As another important medium for cultural exchanges, folk customs and etiquette, folk beliefs and folk crafts were also spread to Southeast Asian countries on a large scale during the Chaogong trade process. This is a concrete manifestation of the search for the identity and reconstruction of Chinese culture in Southeast Asian countries. Chapter six pays attention to the enlightenment brought by the cultural exchange model. The cultural communication between Ming government and the nations in Southeast Asia, especial in Chaogong business, can be exampled to promote bilateral cultural integration and enhance mutual understanding among nations in today’s world structure. It can be drawn on the traditional advantages of cultural exchanges under the Chaogong trade system to strengthen cross-cultural exchanges and cooperation, and promote the international spread of Chinese through trade exchanges between China and Southeast Asian countries, and promote the common prosperity and development of both languages and cultures in this area. The conclusion part summarizes the main points of the full text in terms of the content, form and impact of cultural influence in Southeast Asian Chaogong countries in Chinese Ming Dynasty under the Chaogong trade system from Hongwu to Wanli years, as well as the meaning behind cultural exchanges. Meanwhile the research conclusion is concluded.; 朝贡贸易历史渊源。明朝“怀柔远⼈”使“四夷宾服，万国来朝”，以朝贡贸易为手段，通过文化感化实现与四夷的外交目的。进入21世纪后，中国与东南亚国家的文化交流进入了一个新时期，对外文化交流研究提出了新课题。因此，本论文以明朝面向东南亚的朝贡贸易文化交流为研究对象，通过梳理历史文献和书写，探讨这一历史时期的文化交往形式、内容与影响，揭示这一时期文化交流的特点及其对当今中国与东南亚国家间的文化交流与合作启示。论文第一章为文献综述，第二章至第六章为论文的本论部分。第一章是文献综述。本章通过梳理明朝时期与东南亚国家朝贡贸易和文化交流的相关研究，总结提炼本论文的研究内容、目的和意义，设计研究思路。第二章梳理分析了明朝与东南亚朝贡贸易之往来。论文梳理了朝贡贸易体制的历史演变，明朝与东南亚各国的朝贡关系和贡赐往来情况，分析了明朝在不同时期与东南亚国家之间朝贡的具体情况，包括朝贡国、贡次、贡物、回赐和赏赐。这也是分析朝贡体制下明朝与东南亚文化交流的基础。第三章论述了明朝对东南亚朝贡国的吏治文化传播。论文进一步挖掘并讨论了明朝对东南亚朝贡国的朝觐册封、册藩、诏谕协调及在朝贡过程中所体现出的物典章礼仪。以朝贡贸易为手段，通过输出吏治文化和敷宣教化，明政府彰显大国风范，体现“怀柔远人”，“四夷宾服”。明朝对东南国家吏治文化交流为当今双边的文化交流与合作提供了可参考的范式和价值。第四章论述了明朝对东南亚朝贡国的传统文化传播。作为文化交流的又一重要介质，民俗礼俗、人民日常生活和民间社会工艺技术也在朝贡贸易过程中大范围地传播到东南亚国家，这是寻找中华文化在东南亚国家认同与重构的历史渊源。第五章论述了明朝对东南亚朝贡国的语言文化传播。明朝通过与东南亚古国之间的朝贡贸易，推动了经史子集和文化作品在东南亚的流传，促进了朝贡国对汉语语言、文化教育的需求。朝贡贸易作为媒介和桥梁，极大地促进了明王朝时期汉语语言文化的对外传播和影响。第六章论述了明朝与东南亚古国“薄”贡“厚”赐文化交流与融合的当代价值。朝贡贸易体制下，明朝与东南亚文化交流促进了双边文化融合、增进了相互理解。在当今世界格局中，双边可以借鉴朝贡贸易体制下文化交流的传统优势，加强跨文化交流合作，以贸易交流推动了汉语国际传播，进一步推动文化交流与商贸合作，从而实现推动中国与东南亚国家之间语言、文化、商贸的共同繁荣。结束语部分，总结了终明一代朝贡贸易体制下明朝与东南亚国家文化传播的内容、形式说明了两个主要问题：朝贡贸易即是贸易，又是外交手段；朝贡关系不仅是物质贸易，更是文化传播的途径，体现了“协和万邦，四海一家”对外交流思想和视野，对促进新时代的对外经贸和文化交流具有重大意义。
Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 20242024-01-01T00:00:00Z文化符号学视域下中国古代建筑艺术的国际中文教学研究——以北京故宫为例李瑞云Li Ruiyunhttps://has.hcu.ac.th/xmlui/handle/123456789/54712026-05-20T02:13:13Z2024-01-01T00:00:00ZTitle: 文化符号学视域下中国古代建筑艺术的国际中文教学研究——以北京故宫为例
Authors: 李瑞云; Li Ruiyun
Abstract: Cultural semiotics, originating from Russia in the 20th century, has ascended to become an essential research paradigm within the global semiotic studies, owing its esteemed academic stature to its profound scholarly ideologies and a comprehensive theoretical system. As an interdisciplinary research domain, cultural semiotics delves into the creation, dissemination, and transformation of signs and meanings within culture, thoroughly analyzing the function of semiotic systems in social interaction and their profound impact on human behavior. This discipline underscores the dynamism, diversity, and complexity of culture, exploring the interplay and evolutionary processes of different cultural forms and how they innovate through the assimilation of new elements, reflecting the non-linear trajectory and innovative capacity of cultural development. This paper conducts an in-depth exploration of the application of ancient Chinese architectural art in international Chinese language teaching from the vantage point of cultural semiotics, with The Imperial Palace serving as a paradigmatic case study. The analysis, from a unique cultural semiotic perspective, dissects The Imperial Palace not only as a material cultural heritage and architectural jewel that captivates global attention but also as a symbol brimming with historical memory and cultural information. Consequently, The Imperial Palace plays a crucial role in the enduring heritage and international dissemination of Chinese culture. This study aims to infuse international Chinese education with greater cultural depth and historical dimensions. Chapter One elaborates on the foundational theories, developmental trajectory, and scholarly value of cultural semiotics, gradually unveiling its theoretical richness and profound academic importance. Not only does this chapter trace the origins of cultural semiotics, but it also discusses the significant influence of natural and human sciences on its formation. Additionally, the chapter systematically summarizes and explicates the four main characteristics of culture: symbolism, holism, dynamism, and multivocality. Chapter Two offers an insightful analysis of the core concepts and theoretical framework of cultural semiotics, particularly focusing on the detailed exposition of the cultural symbolic domain and Lotman's theory of text. This section defines the cultural symbolic domain as a vibrant and interwoven system of symbols, emphasizing the decisive roles played by time and space in the construction and evolution of culture, providing new tools for the study of cultural phenomena. Chapter Three comprehensively discusses The Imperial Palace's historical background, architectural features, and historical evolution, highlighting its prominent and unique status in ancient Chinese society. From the Yuan dynasty's social upheaval and its impact on architecture to how The Imperial Palace became an exemplar of traditional Chinese architectural art during the Ming and Qing dynasties, the chapter delves into The Imperial Palace's design concepts, layout, and technological innovations, reflecting the characteristics of these dynasties while also underscoring the importance of cultural heritage protection and our dedication and efforts towards it. Chapter Four investigates the rich symbolization process of The Imperial Palace within the realm of cultural semiotics, emphasizing its multidimensional value as the quintessence of ancient Chinese architecture and a profound symbol of Chinese civilization. By analyzing The Imperial Palace's symbolism, holism, and multivocality, alongside the dynamic changes in time and space, the chapter reveals that The Imperial Palace, as a culmination of architectural art, symbolizes the historical depth and diverse expressions of culture. Chapter Five delves into the application of The Imperial Palace's cultural symbols in international Chinese education, analyzing the current teaching situation and challenges, proposing optimized teaching strategies, and exploring practical exploration integrated with the AP Chinese Language and Culture course. This aims to enhance teaching quality and boost international students' cultural understanding and cross-cultural communication skills.; 文化符号学，源于20世纪俄国，如今已成为世界符号学的重要研究范式，其如此崇高的学术地位，得益于它深邃的学术思想和完善的理论体系。作为一门跨学科的研究领域，文化符号学专注于探究文化中符号与意义的生成、传播与变迁，深入剖析符号系统在社会互动中的功能及其对人类行为的深远影响。该学科强调文化的动态性、多样性与复杂性，探索不同文化形态的相互作用与进化过程，及其如何通过吸纳新元素进行自我创新，体现文化发展的非线性和创新能力。本文深入探究了文化符号学视角下中国古代建筑艺术在国际中文教学中的应用，选取北京故宫作为典型研究案例。论文从文化符号学的独特视角切入，深刻剖析了故宫不仅作为举世瞩目的物质文化遗产和建筑艺术瑰宝，更作为一种充满象征意义的文化符号，承载了丰富的历史记忆和文化信息。正因如此，故宫在中华文化的绵延传承与国际传播中扮演着举足轻重的角色。通过本研究，我们期望能够为国际中文教育注入更多文化深度和历史维度。第一章深入阐述了文化符号学的基础理论、发展历程及其学术价值，逐步揭示了其理论丰富性和深远的学术价值。本章不仅追溯了文化符号学的起源，还深入讨论了自然科学和人文科学对文化符号学形成的显著影响，此外，本章还系统归纳并阐述了文化的四大特性：符号性、整体性、动态性和多语性。第二章对文化符号学的核心理念与理论架构进行了深刻剖析，尤其聚焦于对文化符号域及洛特曼文本观的详细阐释。在这一章节中，明确界定了文化符号域为一个既充满活力又相互交织的符号系统，并着重强调了时间和空间在文化的构筑与演进过程中所扮演的决定性角色，这些理论为我们提供了研究文化现象的新工具。第三章综合探讨了故宫的历史背景、建筑特色和历史演变，突出其在中国古代社会既显赫又特殊的地位。从元朝的社会动荡及其对建筑的影响出发，到明清时期故宫如何成为中国传统建筑艺术的典范，章节深入分析了故宫设计理念、建筑布局和技术创新，反映了明清两代的朝代特色。同时也强调了文化遗产保护的重要性以及我们对文化遗产保护工作的重视与努力。第四章深入探究了故宫在文化符号学视域下的丰富符号化过程，突显其作为中国古代建筑精粹及中华文明深厚历史文化象征的多维价值。本章通过对故宫的符号性、整体性与多语性的分析，结合时间与空间维度上的动态变化探讨，揭示了故宫不仅作为建筑艺术集大成，更象征着文化的历史深度和多样表达。第五章深入探讨了故宫文化符号在国际中文教育中的应用，通过分析教学现状与面临的挑战、提出教学策略的优化建议，以及结合AP汉语与文化课程进行的实践探索，旨在提高教学质量、增强国际学生的文化理解和跨文化交际能力。
Description: Thesis (D.A.) (Teaching Chinese) -- Huachiew Chalermprakiet University, 20242024-01-01T00:00:00Z