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上海大学学报(社会科学版) ›› 2025, Vol. 42 ›› Issue (2): 124-140.

• • 上一篇    

从“对外汉语教学”到“中文全球发展”：
“国际中文教育”观念史的考察

  

  1. 胡 范 铸：韩山师范学院 文学与新闻传播学院，华东师范大学 国际汉语文化学院
    郭 晔 丹：华东师范大学 国际汉语文化学院
  • 出版日期:2025-03-15 发布日期:2025-03-21
  • 作者简介:胡范铸，韩山师范学院文学与新闻传播学院“韩江学者”特聘教授，华东师范大学国际汉语文化学院二级教授，博士生导师。研究方向：社会语言学、政治传播学、国家形象修辞学、学术思想史、国际中文教育等。 郭晔丹，华东师范大学国际汉语文化学院博士研究生，上海理工大学沪江学院讲师。研究方向：社会语言学、国际中文教育。
  • 基金资助:
    上海市哲学社会科学规划课题（2022EW003）

From“Teaching Chinese as a Foreign Language”to“Global Development of Chinese Language”: An Examination of the Conceptual
History of“International Chinese Education”

  1. HU Fanzhu：

    College of Literature and Journalism, Hanshan Normal Univercity，School of International Chinese Studies, East China Normal University

    GUO Yedan：

    School of International Chinese Studies, East China Normal University

  • Online:2025-03-15 Published:2025-03-21

摘要：

“向世界推广汉语”真正成为一个大规模的社会行动是与改革开放“向世界学习”同步发展的，没有真正的改革开放，便没有真正的汉语国际传播。语言的传播与人群的互动直接关联，语言的发展也与社会的发展直接关联。从20世纪80年代至今，国际中文教育事业发展迅猛，而对之的命名也已经从“对外汉语教学”发展为“汉语国际教育”，继而发展为今天的“国际中文教育”。从对外到国际，从教学到教育，这不仅意味着术语的变化，更意味着理念的发展。只是，国际中文教育究竟意味着什么，学界的认知似乎并不很清楚。对此，我们不仅需要明确国际中文教育就是以中文为媒介、以全球治理为理念、在国际上展开的国际理解教育，而且，还需要更进一步确认“中文全球发展”的概念。即，走出只关注教学、教育的思维定势，在全球语言使用、语言服务、语言知识生产中推进中文发展，在中外协同的全球发展理念下推进中文发展。在进一步改革开放中推进中文的全球发展，在中文的全球发展中进一步推进改革开放，进而以全球发展推进中文发展，以中文发展推进全球发展。

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Abstract:

The large-scale social movement of“promoting Chinese language globally”has evolved in tandem with China’s reform and opening-up policy’s principle of“learning from the world.”Indeed, the genuine international dissemination of Chinese language would not have been possible without authentic reform and opening-up. Language dissemination inherently correlates with human interaction, just as language development intrinsically connects with social progress. Since the 1980s, the field of Chinese language
education has witnessed remarkable growth, accompanied by a significant evolution in terminology: from “Teaching Chinese as a Foreign Language”to“International Chinese Language Education,”and subsequently to today’s“International Chinese Education.”This progression from foreign to international, and from teaching to education signifies more than mere semantic change—it represents a fundamental conceptual transformation. Nevertheless, considerable ambiguity persists within academic circles regarding the true scope and implications of International Chinese Education. To address this, we must establish two fundamental principles. First, International Chinese Education should be recognized as a form of education that fosters international understanding, conducted on a global scale, with Chinese as its medium and global governance as its guiding principle. Second, we need to develop and embrace the concept of“global development of Chinese language”by moving beyond the traditional focus on teaching and education alone. This approach advocates advancing Chinese language development through global language use, language services, and language knowledge production. This development is pursued through Chinese-foreign collaboration within a framework of global development. The path forward entails a reciprocal relationship where the global development of Chinese
language and continued reform and opening-up mutually reinforce each other, ultimately contributing to both global development and Chinese language advancement.

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