本文選題：公共外交能力 + 漢語教師��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：一直以來,基于公共外交視角的漢語國際教育研究,較多地關(guān)注海外的漢語國際推廣和中國文化傳播,特別是孔子學(xué)院的發(fā)展和影響,卻較少關(guān)注國內(nèi)漢語國際教育,即對外漢語教學(xué)。通過觀察國內(nèi)漢語教師和漢語學(xué)習(xí)者的交往,我們發(fā)現(xiàn)漢語學(xué)習(xí)者在中國碰到的不理解現(xiàn)象會對其對中國人和中國的印象有影響,有的甚至?xí)䦟?dǎo)致其對中國產(chǎn)生誤會,進(jìn)而影響其在對他人進(jìn)行二次傳播時信息的準(zhǔn)確性。因此,本研究將"公共外交"引入對外漢語教學(xué)研究中,使用定性的研究方法,研究公共外交活動的直接參與者——漢語學(xué)習(xí)者傳播中國信息和文化的意愿,以及漢語教師的公共外交能力。首先,本研究通過小組訪談和一對一訪談,了解漢語學(xué)習(xí)者:(1)在中國碰到的不理解的現(xiàn)象并對其進(jìn)行歸類,探索其來源及影響;(2)對不理解現(xiàn)象的應(yīng)對方式及原因和期望的應(yīng)對方式及原因;(3)傳播中國信息和文化的意愿。研究發(fā)現(xiàn)漢語學(xué)習(xí)者在中國碰到的不理解現(xiàn)象幾乎涉及社會的方方面面,并對其對中國的印象有影響;碰到的不理解現(xiàn)象的來源及應(yīng)對方式多種多樣;最希望漢語教師可以對他們不理解的現(xiàn)象做出解答;有傳播中國信息和文化的意愿。然后,本研究再通過小組訪談和一對一訪談,了解漢語教師應(yīng)對漢語學(xué)習(xí)者在中國碰到的不了解現(xiàn)象提問的方式、效果及其公共外交能力。研究發(fā)現(xiàn)漢語教師有多種應(yīng)對漢語學(xué)習(xí)者提問的方式;認(rèn)為自己是中國文化的傳播者,但并不認(rèn)為自己是公共外交活動的參與者;在與漢語學(xué)習(xí)者的公共外交活動中存在問題;對自己的公共外交能力并不自信,愿意參加相關(guān)的課程、培訓(xùn)以提高自己的公共外交能力。最后,本研究從漢語教師、漢語教師的培養(yǎng)院校、任用漢語教師的教學(xué)機(jī)構(gòu)三個方面出發(fā),提出了培養(yǎng)和提高漢語教師的公共外交能力的建議。
[Abstract]:All along, the research of Chinese international education based on public diplomacy has paid more attention to the international promotion of Chinese and the spread of Chinese culture abroad, especially the development and influence of Confucius Institute, but less attention has been paid to the domestic and international Chinese education.That is, teaching Chinese as a foreign language.By observing the communication between Chinese teachers and Chinese learners in China, we find that the phenomenon encountered by Chinese learners in China will have an impact on the impression of Chinese and Chinese, some of which may even lead to misunderstanding of China.Then it affects the accuracy of the information in the secondary transmission to others.Therefore, this study introduces "public diplomacy" into the study of teaching Chinese as a foreign language, and uses qualitative research methods to study the willingness of Chinese learners to disseminate Chinese information and culture, which is a direct participant in public diplomacy activities.And the Chinese teacher's public diplomacy ability.First of all, through group interviews and one-to-one interviews, the present study explores and categorizes the phenomena encountered by Chinese learners: 1) in China.To explore its source and influence: (3) the willingness to spread Chinese information and culture.The study found that the phenomenon of Chinese learners' incomprehension in China is almost related to all aspects of society and has an impact on the impression of China.I hope that Chinese teachers can answer the phenomena they don't understand; they want to spread Chinese information and culture.Then, through group interviews and one-to-one interviews, this study explores the ways and effects of Chinese language teachers to answer questions about the lack of understanding encountered by Chinese learners in China and their public diplomacy ability.The study found that Chinese teachers have many ways to answer Chinese learners' questions; they consider themselves to be the communicators of Chinese culture, but they do not consider themselves to be participants in public diplomacy activities, and there are problems in the public diplomacy activities with Chinese learners.Not confident in public diplomacy, willing to participate in relevant courses, training to improve their own public diplomacy.Finally, this study puts forward some suggestions on how to cultivate and improve the ability of public diplomacy of Chinese teachers from three aspects: the training of Chinese teachers, the training of Chinese teachers, and the teaching institutions of appointing Chinese teachers.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195

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