职业院校留学生“中文 + 职业技能”教学行动范式研究——以《北京农业职业学院》留学生《中级商务汉语》课程为例

Research on the “Chinese + Vocational Skills” Action Teaching Paradigm for International Students in Vocational Colleges—A Case Study of the Intermediate Business Chinese Course for International Students at Beijing Vocational College of Agriculture

摘要: 本研究采用行动研究范式，针对农业职业院校留学生汉语教学中存在的课程内容与职业场景脱节、学生学情复杂、学习动机不足等现实问题，以北京农业职业学院中职阶段留学生的《中级商务汉语》课程为具体情境，实施了为期两学年的教学实践。研究遵循“计划–行动–观察–反思”的螺旋式循环，通过两轮完整的行动迭代，将该课程重构为以职业院校“理实一体化”为特色的课程模块。研究系统收集了学生兴趣、提问、作品、课堂观察、教师反思日志及访谈等多源数据。结果表明，基于真实职业任务的项目式重构能有效提升学生的学习投入度与语言应用能力；动态化的“语言支架”与差异化任务设计是应对学生巨大个体差异的关键策略；课程融合了北京丝路工匠“中文 + 职业技能”大赛的最新成果，为教学提供了持续的外部动力与评价标尺。本研究最终形成了一套紧贴北京农业职业院校特色的可迁移的课程实施方案，并为国际中文教育领域，特别是职业院校语境下，开展实践取向的课堂研究提供了方法范例与本土经验。

Abstract: This study adopts an action research paradigm to address practical challenges in teaching Chinese to international students at agricultural vocational colleges, such as the disconnect between curriculum content and vocational scenarios, diverse student backgrounds, and lack of learning motivation. Taking the Intermediate Business Chinese course for secondary vocational level international students at Beijing Vocational College of Agriculture as the specific context, a two-academic-year teaching practice was implemented. Following the “plan-act-observe-reflect” spiral cycle, two complete rounds of action iteration were conducted to reconstruct the course into a curriculum module characterized by the “integration of theory and practice” unique to vocational colleges. Multiple data sources were systematically collected, including student interest, questioning, assignments, classroom observations, teacher reflection logs, and interviews. The results indicate that project-based reconstruction grounded in authentic vocational tasks effectively enhances student learning engagement and language application ability. Dynamic “language scaffolding” and differentiated task design are identified as key strategies for managing significant individual differences among students. The course also integrates the latest outcomes of the Beijing “Silk Road Craftsman” Chinese + Vocational Skills Competition, providing continuous external motivation and assessment benchmarks for teaching. This study ultimately develops a transferable curriculum implementation plan tailored to the distinctive characteristics of Beijing Vocational College of Agriculture, offering methodological exemplars and localized experience for practice-oriented classroom research in the field of international Chinese education, particularly within vocational college contexts.