“互联网+” 背景下对外汉语教学模式研究
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梁 颖萍，硕士，讲师，对外汉语教师，英语教师，翻译；研究兴趣为对外汉语教学、跨文化交际、专门用途英语、机器翻译等。 2012–2014 年担任牙买加西印度大学莫纳分校孔子学院国家汉办外派教师，出版文章 18 篇，包括《汉英中介语拙涩现象分析》（外语教学与研究）等。
Yingping Liang is an English teacher, a CSL teacher as well as an interpreter at Taiyuan University of Technology (TYUT). She had her master from TYUT on English for Specific Purposes (ESP). Her research focuses on Teaching Chinese as a Foreign Language, cross-cultural communication, English for Specific Purposes (ESP), machine translation (AI) etc. She has published 18 articles includingOn Chinese-English Interlanguage (Foreign Language Teaching and Research) etc.
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张 怡安，学士，太原理工大学国际汉语教育专业，天津市河西区人民法院工作，研究兴趣为对外汉语教学、跨文化交际。
Yi’an Zhang is working at the People’s Court of Hexi District in Tianjin. She had her bachelor degree from Taiyuan University of Technology on international Chinese education. Her research focuses on teaching Chinese as a foreign language (TCFL) and cross-cultural communication.韩 冀皖，博士，副教授，图像数据处理专家，英国 Aberystwyth University 。于 2010 年获得英国 University of Hertfordshire 计算机博士学位。研究方向包括数据处理，计算机视觉，人工智能，自然语言处理，机器翻译等。相关领域发表文章 25 篇。
Jiwan Han is an associate professor at Aberystwyth University, UK. He had his PhD degree from the University of Hertfordshire in 2010. His research focuses on image data processing, computer vision, artificial intelligence, and machine translation. He has published 25 articles in related areas.
提要：
互联网是进行对外汉语教学的重要工具和手段，将互联网同传统对外汉语教学相结合，对探索 “互联网+对外汉语教学” 的创新模式，适应当代汉语国际推广要求有重要的推动作用，同时也符合国家推广互联网+教育的重要战略方针。本文从对外汉语教学方法革新的角度，剖析互联网方针指引下，对外汉语教学模式的创新形式。文章主要以太原理工大学的留学生和太原理工大学国际教育交流学院的对外汉语教师为研究对象，探析互联网对留学生汉语学习以及对汉语教师日常教学的影响，并对 “互联网+” 背景下对外汉语教学模式的发展进行探索和思考，从而为培养高质量、高水平的对外汉语教学人才提供教学方法方面的参考。
Abstract
Internet plus is the further development of the internet concept and its practice. It is expected to prompt the economy, education and other aspects in the society. The fundamental idea of the internet plus is to fuse the internet and various traditional fields of society by taking advantage of modern information technology and internet platforms. It is expected to generate a new environment and new opportunities for further and constant development. Internet plus utilizes the internet to improve the efficiency of society and optimize social resource allocation. It is believed that internet plus will drive innovation, as it is the key to reformations in economy, education and other fields in China. Education will also benefit from internet plus as it will optimize and augment the utilization of various resources. The efficiency and accessibility of the traditional education mode can be improved accordingly. Education has become more interactive and ubiquitous. Students can access knowledge not only from the classroom and teachers but also from devices with internet links. Teachers can collect more teaching materials and monitor the progress of students. Some companies can provide creative and novel education content to attract users and improve the education quality. Internet plus is changing the education modes in a true sense. Regarding international education in China, the internet is an important tool and as a means to carry out Teaching Chinese as a Foreign Language (TCFL) to international students. The combination of the internet and traditional TCFL has an important impetus to explore the innovative mode of “Internet + Teaching Chinese as a Foreign Language” and adapt to the contemporary international promotion requirements of Chinese language. At the same time, “Internet + Teaching Chinese as a Foreign Language” also accords with the strategic guideline of Chinese government in internet plus education. The often-used internet plus tools include social apps on mobile phones, education websites, online tools, educational resources over the internet, databases for education, and so on. With the introduction of these tools, the teaching mode of TCFL has been experiencing a great revolution. This paper introduces and analyzes the innovative methods of TCFL and their contribution to teaching practices from the perspective of the innovation of TCFL teaching methods. These methods and their applications are under the guidance of the national policy. This paper demonstrates the influence of the internet on the Chinese language learning of international students and the teaching of Chinese teachers to non-Chinese speakers taking the students and Chinese teachers of international students from the College of International Education Exchange in Taiyuan University of Technology as a case study. Overall, this paper explores and reconsiders the development of teaching methods of Chinese as a foreign language in the context of “internet plus”, so as to provide a reference for obtaining high teaching quality and training high level teaching talents in the field of teaching Chinese as a foreign language.
Funding statement: 山西省回国留学人员资助项目 “公共服务领域中英文译写监控语料库的建设” （2016–043）成果；太原理工大学资助项目 “基于语言学与人工智能技术的机器翻译研究” （201612S19，1205–04020203）成果；太原理工大学资助项目 “山西经济转型背景下一流创新人才培养模式研究”（YB036，8003–02040408）成果；山西省社会科学界联合会资助项目“经济全球化发展中山西高校人才培养策略研究”（SSKLZDKT2014058）成果。
About the authors
梁 颖萍，硕士，讲师，对外汉语教师，英语教师，翻译；研究兴趣为对外汉语教学、跨文化交际、专门用途英语、机器翻译等。 2012–2014 年担任牙买加西印度大学莫纳分校孔子学院国家汉办外派教师，出版文章 18 篇，包括《汉英中介语拙涩现象分析》（外语教学与研究）等。
Yingping Liang is an English teacher, a CSL teacher as well as an interpreter at Taiyuan University of Technology (TYUT). She had her master from TYUT on English for Specific Purposes (ESP). Her research focuses on Teaching Chinese as a Foreign Language, cross-cultural communication, English for Specific Purposes (ESP), machine translation (AI) etc. She has published 18 articles including On Chinese-English Interlanguage (Foreign Language Teaching and Research) etc.
张 怡安，学士，太原理工大学国际汉语教育专业，天津市河西区人民法院工作，研究兴趣为对外汉语教学、跨文化交际。
Yi’an Zhang is working at the People’s Court of Hexi District in Tianjin. She had her bachelor degree from Taiyuan University of Technology on international Chinese education. Her research focuses on teaching Chinese as a foreign language (TCFL) and cross-cultural communication.
韩 冀皖，博士，副教授，图像数据处理专家，英国 Aberystwyth University 。于 2010 年获得英国 University of Hertfordshire 计算机博士学位。研究方向包括数据处理，计算机视觉，人工智能，自然语言处理，机器翻译等。相关领域发表文章 25 篇。
Jiwan Han is an associate professor at Aberystwyth University, UK. He had his PhD degree from the University of Hertfordshire in 2010. His research focuses on image data processing, computer vision, artificial intelligence, and machine translation. He has published 25 articles in related areas.
致谢
作者感谢韩晓云博士对本文涉及到的问卷调查与访谈的帮助，以及相关数据的统计等。感谢夏楠博士、李开林博士等对本文的意见。
留学生利用互联网网络资源学习汉语情况调查
A Questionnaire on International Students’ Application of Online Chinese-Learning Resources
亲爱的同学：
您好！为了解在华留学生利用互联网资源学习汉语的情况进行此次问卷调查。本问卷调查采取匿名方式，调查资料将严格保密，因此您不必有所顾虑。您的支持对这次调查结果很重要，请您如实填写。非常感谢！
Dear friends,
This questionnaire is designed in order to have a survey about international students’ application of Internet resources to learn Mandarin in China. This questionnaire is used anonymously, and the selected data will be highly confidential, so do not worry about your privacy. Your support is very important for our research. Read the items, and choose the corresponding answer according to your own situation. Thank you very much.
第一部分：基本信息
Part 1: Basic information
您的性别 Gender: [单选题] [必答题]
男 Male 女 Female
汉语水平 Chinese level: [单选题] [必答题]
A. 初级 Elementary B. 中级 Intermediate C. 高级 Advanced
专业 Major: [填空题] [必答题]
________________________________提示：For example: 汉语、汉语国际教育
国籍 Nationality: [填空题] [必答题] ________________________________
填写日期：______年 ______月______ 日 [填空题] [必答题]
第二部分：问卷内容
Part 2: Contents of the questionnaire
您使用以下类型的网络资源学习汉语的情况如何？（请在对应的位置打 “✓” ）Under what situation do you use the following types of network resources in learning Chinese? (please put “✓” in the corresponding position) [矩阵单选题] [必答题]
常用 Frequent 偶尔 Occasional 不曾用 Never 课程类（汉语乐园、网上北语等网络课程）Course class (such as Chinese Paradise, Online courses by Beijing Language and Culture University, etc. ) 辅助资料类（电子刊物、练习课件等）Supporting materials (electronic publications, exercise courseware, etc.) 互动交流类（微信、微博、QQ等）Interactive (WeChat, weibo, QQ, etc.) 工具类（在线词典、APP 软件等）Tools (online dictionary, apps, etc.) 综合类（网络孔子学院、中国网等）Others (Confucius Institute Online, China Network, etc.) ○ ○ ○ 您经常使用的汉语网络学习资源叫什么？
What are the online learning resources for Chinese-learning that you often use? [填空题] [必答题]
___________________________
您是通过什么方式发现汉语网络学习资源的？
How did you find the online resources? [多选题] [必答题]
A. 朋友介绍 From friends. B. 老师介绍 From teachers. C. 自己搜索 I found them myself. D. 其他 From other ways
您是否希望老师或朋友向您推荐汉语网络学习资源？
Do you hope your teachers or your friends to recommend you some Internet Chinese-learning materials? [单选题] [必答题]
A. 是 Yes ○ B. 否 No
您每次使用汉语网络学习资源多长时间？
How long do you use online Chinese-learning resources per time? [单选题] [必答题]
A. 低于 30 分钟 Less than 30minutes. B. 30—60 分钟 About 30–60 minutes.
C.一至两小时 About 1–2hours.D. 两小时以上 More than two hours.
每周使用汉语网络学习资源的次数为多少？
How many times do you use online Chinese-learning resources every week? [单选题] [必答题]
A. 少于 3 次 Less than 3 times. B. 3—5 次 About 3–5times.
C. 5 次以上 More than 5 times.
您认为通过汉语网络资源自主学习汉语必要吗？
Do you think it is necessary to study Chinese individually by using Internet Chinese-learning resources? [单选题] [必答题]
A. 必要 Yes. B. 不必要 No.
您认为通过网络获得的汉语学习资源多吗?
What is the number of the Chinese-learning resources you've got from the Internet?[单选题，必答题]
A. 非常多 Numerous. B. 较多 More than enough.
C. 一般 Enough. D. 较少 Less than enough.
E. 非常少 Very few.
您希望通过汉语网络资源提高哪方面的水平？
What are the parts or skills you want to self-promote with online Chinese-learning resources? (You can choose more than one answer) [多选题，必答题]
A. 听力 Listening B. 口语 Speaking C. 阅读 Reading
D. 写作 Writing E. 拼音 Pinyin F. 词汇 Vocabulary
G. 语法 Grammar H. 文化Culture I. 其他Others
哪些因素影响您使用网络学习资源学习汉语的效果？
What are the factors that influence the effect of using online resources of Chinese-learning? (You can choose more than one answer) [多选题，必答题]
A. 自身汉语水平 My Chinese proficiency B. 时间 Time
C. 付费情况 Payments D. 资源的内容 Contents
E. 他人的指导 Others’ Guidance F. 资源的基础设置 Basic sets of the resource
G. 自主学习能力 My independent learning ability
您使用的汉语网络资源对您的汉语学习效果如何？How effective do you use online Chinese-learning resources to help you acquire Chinese?
[单选题，必答题]
A. 非常有效 Very effective B. 比较有效 Relatively effective
B.C. 效果不明显 Little effective D. 完全没有效果 Not effective
您通常在什么时候使用网络资源学习汉语？On what occasions will you use online Chinese-learning resources? (You can choose more than one answer) [多选题，必答题]
A. 做作业时 When doing homework B. 课堂上 In the classroom
C. 特意安排的时间 I will manage to use them purposefully.
D. 坐公交、地铁等闲暇时间 In my free time such as on bus or on metro.
E. 其他____________________Other occasions like______________________
您使用的汉语网络资源有什么缺点？ (请简要回答)
What are the defects of the online Chinese-learning resources you have ever used?[填空题，必答题]
_________________________________
您认为网络资源对您的汉语学习有什么帮助，有什么影响？
In what way (s) do you think the network resources have helped or influenced you with Chinese learning? [填空题，必答题]
_________________________________
非常感谢您的参与！
Thank you very much!
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© 2018 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Papers in English
- How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition
- Profiling L2 writing development: The case of CFL learners in intermediate classes
- Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction
- Papers in Chinese
- 汉语并列关系定语统计分析
- 会话分析路向的课堂研究
- “互联网+” 背景下对外汉语教学模式研究
Artikel in diesem Heft
- Frontmatter
- Papers in English
- How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition
- Profiling L2 writing development: The case of CFL learners in intermediate classes
- Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction
- Papers in Chinese
- 汉语并列关系定语统计分析
- 会话分析路向的课堂研究
- “互联网+” 背景下对外汉语教学模式研究
