国际中文课堂中价值观引导的教学模式探析——以“体演文化法”为例

Analysis on the Teaching Model of Values Guidance in International Chinese Language Classrooms—Taking “Performed Culture Approach” as an Example

摘要: 在全球化和文化多样性交织的背景下，国际中文教育承担着培养跨文化交际能力与传递文化价值观的双重使命。跨文化语言教育需超越工具性技能训练，实现价值观引导与能力发展的协同推进。为探索二者融合的创新路径，本研究以本校正在建设的语料库与跨文化交际理论为基础，通过分析课堂语料中的情感表达与价值立场，提出三条融合路径：第一，通过情感分析技术识别学生语料中的情感倾向，为价值观引导提供实证依据；第二，运用体演文化法创设真实文化场景，使学生在角色扮演与任务完成中内化价值观念；第三，建立融合价值维度的形成性评价机制，追踪学生价值观与语言能力的协同发展。本研究尝试性探讨了价值观与语言能力在真实语境中互构共生的可能性，所提出的路径与方法尚需经过更广泛教学实践的检验与完善。特别是在跨文化课堂的复杂动态中，如何精准把握情感表达与价值立场的内在联系，仍需后续研究提供更多实证支持。未来需进一步推动语料库建设与教学实践的深度互动，使价值观教育从隐性伴随走向系统化引导。

Abstract: In the context of intertwined globalization and cultural diversity, international Chinese education bears the dual mission of cultivating intercultural communicative competence and transmitting cultural values. Cross-cultural language education must transcend mere instrumental skill training and achieve a synergistic advancement of value guidance and ability development. To explore innovative pathways for integrating these two aspects, this study, based on the corpus currently under construction at our institution and cross-cultural communication theory, analyzes emotional expressions and value stances within classroom discourse. It proposes three integration pathways: firstly, utilizing sentiment analysis techniques to identify emotional tendencies in student corpora, thereby providing empirical evidence for value guidance; secondly, employing the “Body-Performance Culture Method” to create authentic cultural scenarios, enabling students to internalize values through role-play and task completion; thirdly, establishing a formative evaluation mechanism that incorporates value dimensions, tracking the co-development of students’ values and language abilities. This research tentatively explores the potential for the co-construction and symbiosis of values and language abilities within authentic contexts. The proposed pathways and methods require further validation and refinement through broader teaching practice. In particular, within the complex dynamics of cross-cultural classrooms, accurately grasping the intrinsic link between emotional expression and value stance remains a challenge that necessitates further empirical support. Future efforts should further promote deep interaction between corpus construction and teaching practice, transforming value education from implicit accompaniment to systematic.