Saturday, October 19, 2019

Susquehanna Hall, University of Maryland, College Park

协办机构：

马里兰⼤学孔⼦学院、乔治·梅森⼤学孔⼦学院、乔治·华盛顿⼤学孔⼦学院 Confucius Institute at UMD, Confucius Institute at George Mason, The GW Confucius Institute

CHINESE LANGUAGE TEACHERS ASSOCIATION–NATIONAL CAPITAL REGION

10th Anniversary Symposium 2019

2019 年大华府中文教师学会建会〸周年年会

Distinguished Guests

Ms. Xinyu Yang (杨新育)

Minister Counselor, Education Office of Chinese Embassy

Ms. Ying Zou (邹莹)

Second Secretary, Education Office of Chinese Embassy

Ms. Dottie Li (李铁君)

Commissioner, Maryland Governor’s Commission on Asian Pacific American Affairs

Overview

8:30AM – 9:00AM Registration and Breakfast

9:00AM – 9:30AM Opening Remarks by

Ms. Xiaoxia Zhang (张晓霞), President of CLTA-NCR Ms. Xinyu Yang (杨新育), Minister Counselor of the Education Office of the Chinese Embassy Ms. Dottie Li (李铁君), Commissioner of the Maryland Governor’s Commission on Asian Pacific American Affairs Awards of Excellence in Teaching and Service, presented by current and former presidents of CLTA-NCR

Keynote Lectures Susquehanna Hall, Room 1120

9:30AM – 10:30AM Keynote lecture:《汉语教学中的“懂”与“会”》

Chih-p’ing Chou (周质平⽼师), Princeton University

10:30AM – 11:30AM Invited lecture: “We are all in this together: Taking full advantage of AP Chinese to better articulate pre-K to 16 programs” Dali Tan (谭⼤⽴⽼师), Northern Virginia Community College

11:30AM – 12:45PM Group Photos and Lunch

Individual Presentations

Session 1A, Room 1117 Moderator: M. Kong Session 1B, Room 1119 Moderator: H. Liang

12:45PM–01:10PM

“Learning to orally produce Mandarin tonal words: Effects of practice distribution on the acquisition and retention of different knowledge types”

Man Li, George Mason University

《浅谈中⽂沉浸项目的汉字课堂教学》 吴怡婷, Baltimore International Academy

01:10PM–01:35PM 《汉语注⾳系统的发展与语⾳教学》

张航, George Washington University

《如何通过“探究式学习”提⾼学⽣中⽂⽔平

——以⼀个探究单元为例》

钟建华，华盛顿育英特许公⽴学校

01:35PM–02:00PM

“Starting from the May Fourth Movement: Using authentic masterpiece and scholarly research in Chinese language classrooms”

Ye Tian, University of Pennsylvania

《中⽂学校有效教学⾏为的分析》

刘中亚, George Mason University & 希望中⽂学校

02:00PM – 02:15PM Tea Break 茶歇

Session 2A, Room 1117 Moderator: H. Dong Session 2B, Room 1119 Moderator: D. Tan

02:15PM–02:40PM

“About teaching pragmatics in a Chinese language classroom, what can a piece of theatrical text inspire us?”

Jianfei Chen, George Mason University

《实用中⽂课堂教学小技巧》

张⽻, 哈维中⽂学校 & Reid Temple Christian Academy

02:40PM–03:05PM

《新词语、流⾏语在汉语国际教学中的选择与教

学——以 2016 年春夏季中国主流报纸流⾏语综合

类词语为例》

刘健励, Beijing Language and Culture University & University of Maryland Confucius Institute

《美国本⼟汉语师资培养路径调研报告》 翁璇, McDonogh School, Maryland 戴静, Meade High School, AACPS 梁辉, Centennial High School, MD 张晓霞, Baltimore International Academy 张瑛, University of Maryland, College Park

03:05PM – 03:30PM Wrap-up

汉语教学中的“懂”与“会”

周质平

普林斯顿⼤学

在外语教学中“懂”与“会”代表着两个不同的议题。“懂”指的是“知识”，⽽“会”指的是“技能”，⼀个

汉语母语者“会”说汉语，但未必“懂”其中的结构；⽽⼀个汉语的学习者，也许“懂”其中的结构，却⼜未

必“会”。换句话说，对母语者⽽⾔，“技能”未必能转换成“知识”；⽽对学习者⽽⾔，“知识”却⼜未必能

转换成“技能”。如何将“知识”与“技能”在汉语教学中统⼀，本论⽂将对这⼀议题进⾏分析讨论。

发⾔⼈简介

周质平， 1970年毕业于台北东吴⼤学中⽂系，1974年获台中东

海⼤学中国⽂学硕⼠，1982 年获美国印第安那⼤学中国⽂学博⼠。

现任美国普林斯顿⼤学东亚系教授，普林斯顿暑期中⽂培训班主任。

编写汉语教科书⼗余种，主要由普林斯顿⼤学出版社出版。

周质平教授致⼒于中国近现代思想史与晚明⽂学之研究。主要

著作包括：《胡适的美国情缘》(⾹港，2019);《⾃由的⽕种—胡适与

林语堂》(台北，2018);《现代⼈物与⽂化反思》(北京，2013);《光焰不熄—胡适思想与现代中国》(北

京，2012);《现代⼈物与思潮》(台北，2003);《胡适与威廉斯：深情五⼗年》(台北，1998；北京，

1999);《儒林新志》(台北，1996);《公安派的⽂学批评及其发展》(台北，1988); Yuan Hung-tao and the

Kung-an School (Cambridge University Press, 1988); A Pragmatist and His Free Spirit (with Susan Egan) (The Chinese University of Hong Kong, 2009)。此外亦编有学术著作多部，其中包括：English Writings of Hu Shi,

3 Vols. (Taipei, 1994; Beijing, 2012; Springer Nature, 2014); A Collection of Hu Shih’s Unpublished English Essays and Speeches (Taipei, 2001);《国史浮海开新录：余英时教授荣退论⽂集》(台北， 2001)。

We Are All in This Together—Taking Full Advantage of AP Chinese

to Better Articulate Pre-K to 16 Programs

Dali Tan 谭⼤⽴

Northern Virginia Community College

Seamless articulation of Pre-K to 16 programs has been a persistent challenge to the sustainability and further development of the Chinese teaching and learning field. As increasing numbers of school districts use AP Chinese Course and Exam to backward design a well-articulated and sequenced curriculum, it is very important for all Chinese teachers, not just AP teachers, to understand and familiarize themselves with the AP Chinese. In an important sense, AP Chinese can help all Pre-K to 16 Chinese educators define articulation in what students can do in terms of both content and skills, so they all become a part of the vertical team that helps students achieve higher language proficiency and cultural competence. This presentation will introduce the newly released AP Chinese Course and Exam Description, student samples, and content-specific strategies that teachers can use in both AP and Pre-AP classrooms.

发⾔⼈简介

谭⼤⽴， 1982年毕业于⿊龙江⼤学英⽂系，1985年获辽宁⼤学英美

⽂学硕⼠，1997 年获美国马⾥兰⼤学⽐较⽂学博⼠。现任北弗吉尼亚两

年制⼤学中⽂教授。已合作编写教科书多部，期中包括： “攀登 Step Up

to AP: Chinese Language, Culture, and Society” (Cengage Learning 2019); “成

长 Step Up with Chinese” Volumes 1, 2 and 3 (Cengage Learning 2011; 2013

and 2015). 谭⼤⽴博⼠近年亦发表论⽂多篇，其中包括 “Pearls of ancient Chinese wisdom for twenty-first-century

CFL classrooms”, Explorations in Teaching Chinese as a Second Language (Cheng & Tsui, 2018). "Building global communities: Working together toward intercultural competence", (with Elizabeth Barbour), NECTFL Review, 2017. “The power of pattern stories for Chinese literacy”, (with Helena Curtain), International Chinese Language Education (Foreign Language Research and Teaching Press, 2016). “Exploring the potential of high school homestays as a context for local engagement and negotiation of difference – Americans in China”, (with Celeste Kinginger), Social and cultural aspects of language learning in study abroad (John Benjamins Publishing, 2013). “Criteria to guide textbook decisions: Reflections from a classroom teacher and teacher trainer”, Teaching Chinese as a foreign language (Nanjing University Press, 2011). “Study abroad in China: Transformation of students’ perspectives on the world and themselves”, Study abroad in the Chinese context (Peking University Press, 2008).

ABSTRACTS OF INDIVIDUAL PRESENTATIONS Arranged alphabetically by presenters’ names

About teaching pragmatics in a Chinese language classroom: what can a piece of theatrical text inspire us?

Jianfei Chen George Mason University

This study aims to explore the pedagogical value of using a theatrical text to teach pragmatics in a Chinese language classroom. Discourse analysis is used, from a pragmatic perspective, to discover the strength of this genre of literature to provide students with an impressive repertoire of speech acts and ample opportunities for making or conveying pragmatic meanings. The texts of seven representative modern Chinese plays are analyzed to deconstruct the dialogues of each play, identifying the substance of context beneath the characters’ dialogue and pinpointing the occurrences of flouting rules of pragmatics principles in the dialogues. The identified substance of context could help structure a lesson plan. The pinpointed utterances that diverge from maximally efficient communication could serve as the focus of a class discussion to increase students’ awareness of pragmatic matters in a theatrical text. Additionally, the potential performing function of a theatrical text is also revealed, encouraging not only students’ deep interpretation of a play but also the use of a performance for students to practice strategies of speech act realization in a classroom setting, which could be a defining feature of teaching pragmatics. The results of the study address the practical issues concerning the use of a theatrical text as a source of pragmatic input; and they imply that in a material-based foreign language classroom, besides literal topics or linguistic forms, the particular features of this literary text, e.g., its structure, function and style, may play an important role in teaching pragmatics. Keywords: teaching pragmatics, use of a theatrical text, pragmatic input, discourse analysis

Learning to orally produce Mandarin tonal words: Effects of practice distribution on the acquisition and retention of different knowledge types

Man Li

George Mason University This presentation reports a study that investigated the effects of temporal distribution of practice (a daily schedule vs. a weekly schedule) on the learning and retention of Mandarin tonal word production by native English-speaking adults within the theoretical framework of skill acquisition and retention theories. This study focused on oral production of Mandarin disyllabic words from conceptualization to articulation, which is a complex skill involving both declarative knowledge of remembering word-meaning mappings and procedural knowledge in oral articulation. In particular, the study explored whether the effects of practice distribution differ depending on the type of knowledge to be retained, declarative versus procedural. Participants were 80 native English-speaking adults with no prior knowledge of a tonal language. They were randomly assigned to four experimental conditions varying in inter-session interval (ISI) and retention interval (RI): Condition A with a 1-day ISI and a 1-week RI,

Condition B with a 1-day ISI and a 4-week RI, Condition C with a 1-week ISI and a 1-week RI, and Condition D with a 1-week ISI and a 4-week RI. Participants underwent three training sessions followed by a final retention test. Results showed that the effects of ISI and RI differed depending on the type of knowledge to be retained. For the retention of declarative knowledge, RI had a robust effect: the longer the RI, the worse the retention. Compared to shorter spaced practice schedule (i.e., daily), longer-spaced practice schedule (i.e., weekly) seemed to improve longer-term retention (4-week RI) of declarative knowledge; however, this ISI effect was much weaker. For procedural knowledge retention, ISI played an important role, but not RI, and it was shorter spaced practice schedule (i.e., daily) that had an advantage over longer spaced practice schedule (i.e., weekly). Practical implications of these findings in Chinese as a foreign language instruction will be discussed. Keywords: distribution of practice, skill acquisition and retention, oral production, Mandarin tones, disyllabic words

新词语、流⾏语在汉语国际教学中的选择与教学——

以 2016 年春夏季中国主流报纸流⾏语综合类词语为例

刘健励 Beijing Language and Culture University & University of Maryland Confucius Institute

本⽂以语⾔监测与研究⽹站公布的 2016 年春夏季中国主流报纸流⾏语综合类词语为例分析新词语、

流⾏语在汉语国际教学中的选择依据标准：根据《现代汉语词典》增订第 6版，《⽜津英汉汉英词典》、

《⽹络词语词典》所收录的新词语、流⾏语以及汉语作为⼆语教材编写中常参考的《汉语词汇与汉字等

级⼤纲》、《HSK 词汇等级⼤纲》和《汉语国际教育用音节汉字词汇等级划分（汉字表）》为重要的

参照标准，同时选择时段⽣命⼒较强的新词语。在教授这些符合教学标准且⽣命⼒较强的词语时不仅要

结合学⽣的汉语⽔平和专业、还要结合课型、教材、教学内容、课程进度以及具体的教学步骤在恰当的

时机展开新词语教学。

中⽂学校有效教学⾏为的分析

刘中亚

George Mason University & 希望中⽂学校 在非汉语母语环境中，汉语教学成功与否很⼤程度上取决于汉语教师们课堂教学⾏为的有效性。有

效的教学⾏为可以增加课堂效率，顺利完成教学内容，还能增加课堂趣味性，减少学⽣“汉语难”的恐惧

⼼理。教师⾏为受制于多种内外部因素。内部因素包括教师教育观念及教学态度等，外部因素包括教学

环境、教学资源、学⽣汉语⽔平、学⽣家庭环境等。有效的教学⾏为不是⼀成不变的，⽽是以学⽣为中

⼼、因材施教，根据学⽣的需要灵活调整。本报告基于希望中⽂学校的教学实践，总结了⼀些教学

⾏为，以供⼤家参考。主要包括教学中常见问题的处理⽅式、实用教学⽅法，及教师教学态度三⼤

部分。教学中常见问题的处理⽅式包括教室布置、学⽣参与度、教学经费、家长与老师的关系、特

殊⼉童等；教学⽅法包括直观法教学、多样的课堂活动，及班级奖罚制度等；教学态度则主要讲了

老师们如何在教学中保持学习的⼼态。教学中，教师与学⽣相互影响，所以有效的教学⾏为增加老

师及学⽣的互动，可以达到师⽣双向进步的结果。

Starting from the May Fourth Movement: Using authentic masterpiece and scholarly research in Chinese language classrooms

Ye Tian

University of Pennsylvania Recent advancement in Chinese language teaching shows that, for advanced and superior level students, studying

Chinese is not only about learning the language but also to obtain a holistic knowledge of China. It requires

students to understand China’s development as a modern country since the May Fourth Movement from both a

historical and a rational perspective. This presentation will exemplify the effectiveness and limitations of two

approaches that present China for students by using authentic masterpieces and scholarly research articles. Two

textbooks that compiled by faculty members at an Ivy League university based on these two approaches will also

be reviewed. The first textbook that designed for advanced level learners introduces authentic articles written by

the most influential authors in 20th century, such as 胡适, 鲁迅, 张爱玲, ⽑泽东, 陈若曦, 刘震云, 六六, and 韩寒.

It represents the major developments of China since the May Fourth Movement and their influences on

contemporary China. All the text in the second textbook that is designed for superior level learners are written in

Chinese by the leading scholars in East Asian studies at Harvard University, such as Peter Bol, Mark Elliott,

Shigehisa Kuriyama, Wai-yee Li, Stephen Owen, Michael Szonyi, Eugene Y. Wang, and Xiaofei Tian. This

textbook introduces China’s religion, literature, history, national identity, politics, and arts from the perspective

of scholarly research. Pedagogical considerations will also be discussed in combining Formal Register (正式语

体) with these two approaches, which is another key to success for students at advanced and superior level.

Keywords: Authentic Masterpiece, Scholarly Research, Formal Register

美国本⼟汉语师资培养路径调研报告

翁璇, McDonogh School, Maryland

戴静, Meade High School, AACPS

梁辉, Centennial High School, MD

张晓霞, Baltimore International Academy

张瑛, University of Maryland, College Park

近年来，美国的教育⼤纲不断改进，虽然各州情况迥异，但对外语教师结合⼤纲进⾏教学却都提出

了普遍要求。⼤华府中⽂教师学会有志于做汉语教学的领头组织，让美国更多的中⽂教师了解外语教学

理论，不断更新教学技巧，提⾼自身素质，帮助⼤家成为有效的汉语教师。为达到我们的目标，我们从

今年⼀月开始在全美国进⾏了“美国本⼟汉语师资培养路径”的调研。首先，我们进⾏了问卷设计与数据

收集。从 2019年 1月份到 5月份共收到有效调查问卷 345份。参与调研的中⽂教师来自全美 35个州。

然后，根据所收集到的问卷资料，我们分别进⾏了数据的量化分析和主题性的问题讨论，本次调研，是

我们⼤华府中⽂教师学会对在美国中⽂教学前沿的教师们的基本情况和需求进⾏的⼀次统计。在数据采

集和分析的过程中，我们深刻感受到了美国本⼟汉语教师们对中⽂教学的热情和投⼊，也了解到了他们

对适合当下美国学⽣的中⽂教学资源的需求和渴望。我们希望在未来，能有机会跟进调查、分析研究，

提供更加详实的数据和更具操作意义的讨论和建议。

浅谈中⽂沉浸项目的汉字课堂教学

吴怡婷

Baltimore International Academy 目前，⼤部分对外汉语项目在汉字教学上仍然遵循“随⽂识字，语⽂同步”的原则，就是“听说”教什

么内容，“读写”就要求掌握哪些汉字。事实上，这并不符合汉字的识字教学规律。汉字作为⼀种表意⽂

字，不同于英语这样的表音⽂字；⼈们在汉字习得上有其独特的认知规律。本次讲座，吴老师将借鉴汉

语是母语的⼉童学习汉字的规律，和⼤家⼀起分析沉浸式中⽂项目的汉字教学特点；分享⾏之有效的汉

字课堂教学技巧；并进⼀步探讨“语”“⽂”教学不同步的教学思路。

汉语注音系统的发展与语音教学

张航

George Washington University

本⽂包含三个部分。作者首先简要回顾中国自五四运动百年以来汉语注音系统的历史发展，目

的在于介绍注音系统的发展概况，以及汉语拼音⽅案在国际汉语教学中的功能，并阐明：学习注音

系统(认读与书写拼音系统)与学会如何使用准确的发音和声调语调进⾏有效地汉语⼝头表达是两个

相关、但目的并不相同的教学任务。其次，报告对近年来业内⼴泛使用的⼆⼗本初级汉语教科书的

语音教学内容进⾏简要比较，讨论目前常见的语音教学内容和⽅法上的优点与问题。最后，作者根

据现有的语音习得研究成果，并结合以上两⽅面对语音教学历史与现状的认识，讨论如何进⾏更有

效的汉语语音教学。同时，以“声调” 教学和 “打字” 教学为例具体探讨语音教学的内、外部关系的两

个问题：1、如何有效地教学汉语语音，尤其是多音节连续发音中的声调，使教学效果更好? 2、语

音教学不是孤立的 (与其他汉语教学要素互相影响), 如何在整体的课程设计中合理借⼒、使语音教学

效率更⾼?

关键词：注音系统；拼音；语音教学

实用中⽂课堂教学小技巧

张⽻

哈维中⽂学校 和 Reid Temple Christian Academy

教育⼼理学家布鲁姆曾经说过，学⽣学习好的先决条件有两个：第⼀是学习新学科相应的知识基础

及预习课程的学习习惯; 第⼆是学习兴趣和自信⼼。培养良好的学习习惯和兴趣是幼⼉在中⽂学习漫漫

长路中的成功开始。《实用中⽂课堂教学小技巧》和您⼀起探讨如何让枯燥的中⽂学习变得有趣，让幼

⼉在动静结合的课堂活动中慢慢掌握所学知识并且运用到现实⽣活中。

如何通过“探究式学习”提⾼学⽣中⽂⽔平 ——以⼀个探究单元为例

钟建华

华盛顿育英特许公立学校

什么是“探究式学习”？如何在中⽂沉浸式教学中进⾏“探究式学习”？如何通过“探究式学习”提⾼学

⽣的中⽂⽔平？这些是华盛顿育英特许公立学校的老师每天面临和思考的问题。本次讲座，钟老师将以

⼀个探究式学习单元的设计和实施为例，分享以下内容：1. 如何用探究周期 （Inquiry Cycle）来指导单

元的设计。2. 如何在探究单元学习过程中充分发挥学⽣的主观能动性，让他们成为教学的中⼼并主导学

习的⽅向。3. 如何把学科知识的学习当作中⽂学习的载体。4. 如何帮助学⽣提⾼发现问题、提出问题和

解决问题的能⼒。

We would like to thank the following sponsors for their support of this event.

马里兰⼤学孔⼦学院 Confucius Institute at Maryland https://globalmaryland.umd.edu/offices/confucius-institute-maryland

乔治·梅森⼤学孔⼦学院 Confucius Institute at Mason https://confucius.gmu.edu/

乔治·华盛顿⼤学孔⼦学院 The GW Confucius Institute https://confucius.columbian.gwu.edu/

北京语⾔⼤学出版社北美分社 http://www.blcup.com

Real China Group https://www.realchinagroup.com

Cheng & Tsui Company https://www.cheng-tsui.com

We appreciate your support in the past years!

感谢您给予本学会的大力支持！

Please visit us at https://www.clta-ncr.org

请访问我们的网站 https://www.clta-ncr.org

CLTA-NCR | 大华府中文教师学会

October 2019