教育学原理视域下数字时代中文教学的手写与电打平衡研究

A Study on the Balance between Handwriting and Typing in Chinese Language Teaching in the Digital Age from the Perspective of Educational Theory

摘要: 在数字技术与教育深度融合的背景下，国际中文教育中汉字教学的“手写”与“电打”平衡问题愈发关键。本文以美国杜克大学、圣母大学的中文教学实践为案例，结合《教育学原理》中关于教学本质与教学原则的理论视角，采用文本分析、案例分析等方法，探讨电打教学兴起背后的教学逻辑及其对汉字能力发展的影响。研究表明，电打的普及既体现了教学效率优化的现代教学取向，也暴露了教学中认知深度与文化传承的缺失。基于教学本质中“教师主导与学生主体相统一”的原则，本文提出应构建分阶段、差异化、融合型的教学模式，并依据教学原则中的“直观性、系统性、巩固性、量力性”等原则设计专项训练，以实现效率与深度的协同发展，推动数字化时代汉字教学的科学化与人性化统一。

Abstract: Against the backdrop of the deep integration of digital technology and education, the issue of striking a balance between “handwriting” and “typing” in the teaching of Chinese characters within international Chinese language education has become increasingly critical. Taking the Chinese language teaching practices at Duke University and the University of Notre Dame in the United States as case studies, this paper combines theoretical perspectives on the nature and principles of teaching drawn from Principles of Pedagogy with methods such as text analysis and case study analysis to explore the pedagogical logic behind the rise of typing teaching and its impact on the development of Chinese character proficiency. The research indicates that the widespread adoption of c typing teaching not only reflects a modern pedagogical orientation towards optimising teaching efficiency but also exposes a lack of cognitive depth and cultural transmission in the teaching process. Based on the principle of “the unity of teacher-led instruction and student-centred learning” inherent in the nature of teaching, this paper proposes the development of a phased, differentiated and integrated teaching model. Furthermore, it suggests designing specialised training programmes in accordance with pedagogical principles such as “concreteness, systematicity, consolidation and appropriateness to ability”, in order to achieve the synergistic development of efficiency and depth, thereby promoting the harmonious integration of scientific rigour and humanistic values in Chinese character teaching in the digital age.