国际中文教育前沿

2023年11月，在由南京大学、复旦大学、江苏大学联合举办的“国际中文教育视域下跨文化交际研究学术研讨会”上，赵文书教授应邀作主旨发言。在发言中，他分析了新时代对跨文化交际研究和人才培养的新要求，认为跨文化交际能力的培养是人才培养的核心任务之一，跨文化交际应该成为所有大学生都应修读的通识课。我们要把国内学生培养成具有全球视野的社会主义事业接班人，把来华留学生培养成具有中国情怀的人类命运共同体建设者。我们要培养学生的客场跨文化交际能力，也要培养其主场交际能力，使他们在国内外能够与西方人打交道，更能与“一带一路”的朋友平等交流。为此，跨文化交际的教学内容必须作相应的调整，而教学内容的调整必须以坚实的理论研究和教学研究为基础。新形势下的新挑战是推动跨文化交际理论创新发展的契机，跨文化交际研究需要结合中国的国情和文化特色，形成具有中国特色的理论体系，不断更新教学内容和方法，以适应新时代的发展需求。以下内容由作者本人根据当时的发言整理补充而成。

This paper explores the evolving landscape of teaching and research of cross-cultural communication in the context of China's ongoing two-way opening-up. Traditionally, cross-cultural communication courses have been essential components of foreign language programs. With the changing global dynamics, these courses are also crucial for students of international Chinese language education. As China's economy and openness continue to expand, it becomes increasingly important for all college students, including both Chinese students and international students studying in China, to develop cross-cultural competence because cross-cultural interactions now occur locally and globally at all times.To meet the new demands of societal development, there is an urgent need to supplement our teaching and research intercultural communication with contents that Western intercultural communication studies have not yet covered. The core issue here is to take China and Chinese culture as the starting point and foundation to serve the continuously developing needs of China's international exchanges. Specifically, we need to study intercultural communication scenarios where Chinese people are the main participants, including both our home-field communication in China and away-field communication abroad.Regarding home-field communication in China, there is much that we should further investigate and integrate into the teaching of cross-cultural communication. For example:1. Modern Chinese values and their traditions(crucial for both Chinese students and international students in China);2. Cultural adaptation of foreigners(including but not limited to international students) in China;3. Cross-cultural adaptation of Chinese people in home-field settings and foreigners in micro-home-field settings;4. Linguistic components(international Chinese language education) and other non-linguistic elements of intercultural communication, etc.Away-field communication for Chinese people in foreign countries(mainly in the West) is currently the primary scenario in our teaching materials. In this respect, our intercultural communication course needs to enrich its contents through research in areas such as:1. Background knowledge of Western and non-Western cultures, especially that of Belt and Road countries;2. Cultural adaptation of Chinese people in non-Western countries(especially Belt and Road countries);3. Micro-home-field cultural adaptation of Chinese people abroad;4. Cultural adaptation in multilateral multicultural communication scenarios, etc.Through these updates in research and teaching, we can better meet the new requirements of cross-cultural communication for Chinese students and international students in China.