新描写主义视域下国际中文教育“中文+”教学的困境审视与路径优化

An Examination of the Dilemmas and Optimization of Paths for “Chinese+” Teaching in International Chinese Language Education from the Perspective of New Descriptivism

摘要: 全球中文学习需求持续迭代，国际中文教育已然告别单一语言传授阶段，“中文 + 职业技能”“中文 +地域文化遗产”等融合型教学模式成为学科转型与中外人文交流深化的核心抓手。新描写主义以事实本位、微观精细描写、跨语言比较与理论工具化建构为核心特质，强调回归语言本体事实、规避先验理论预设、以微观语言规律阐释宏观应用问题，为审视当前“中文+”教学的内在矛盾提供了崭新的语言学分析框架。本文以新描写主义核心理念为理论统领，从理论融合建构、教学体系革新、师资能力重塑与在地化生态完善四大维度，系统性提出优化路径，推动国际中文教育“中文+”模式从规模扩张走向内涵提质，实现语言教学、技能培育与文化传播的深度统一，为新时代国际中文教育高质量发展提供学理参考与实践方案。

Abstract: With the continuous evolution of global demand for Chinese learning, International Chinese language education has stepped out of the single language instruction stage, and integrated models such as “Chinese + vocational skills” and “Chinese + regional cultural heritage” have become core drivers for disciplinary transformation and deepened people-to-people exchanges. New Descriptivism is characterized by a fact-based approach, micro-level detailed description, cross-linguistic comparison, and the instrumental construction of theory. It emphasizes returning to the facts of language itself, avoiding a priori theoretical presuppositions, and using micro-level linguistic rules to explain macro-level application issues. It provides a new linguistic analytical framework for examining the inherent contradictions of current “Chinese+” teaching. Guided by the core concepts of New Descriptivism, this paper proposes optimization paths from four dimensions: theoretical integration, teaching system innovation, teachers’ competence reshaping and localized ecological improvement, so as to promote the “Chinese+” model to shift from scale expansion to connotation improvement, and provide theoretical and practical support for the high-quality development of International Chinese language education in the new era.