数字时代对外语教学提出了新的挑战与要求,外语教师是保证语言教学顺利实施的关键人物.外语教师的数字胜任力对于当前语言教学的成功开展具有决定性作用.构建外语教师的数字胜任力框架,既可以明确外语教师应具备的数字能力,也可以作为评价外语教师语言数字教学效果的参考指南.文章在厘清相关构建原则的前提下,从语言专业能力、语言教学能力、促进语言学习者发展能力三个数字能力域上构建外语教师数字胜任力框架.每个能力域下包含数个相应的要素指标,从而细化对外语教师数字胜任力的评价.随着未来外语教师数字胜任力的发展,应动态调整框架构建要素,确保该框架具有较强的测评性.

ChatGPT因具有流畅的问答功能和逻辑性的交互能力,加之携带的大语言模型,为其在教育领域上的运用提供了可能性.语言教育易受社会发展变化影响,尤其是高科技产品时时刻刻都在革新语言教学活动.如何顺应这一变化,并在大变革之中准确定位,推动语言教学获得巨大成效?这是一道摆在所有语言教师面前的必答题.新冠疫情迫使线下教学全面转为线上教学,促使国际中文教师第一次真正认识到数字教育的急迫性.紧接而来的人工智能应用程序,再次催促国际中文教师转变时空观念、提升数字胜任力,直面智能教育时代提出的挑战.

近年来,“传信范畴”逐渐成为学界关注的热点论题之一,汉语传信范畴研究在数量上和质量上都有所突破.本文对近十年(2008-2020)近百篇现代汉语传信范畴研究成果进行归纳和梳理,从汉语传信范畴的相关理论研究、汉语传信标记研究、认知语言学视角下的汉语传信范畴研究和不同语体中的汉语传信范畴研究四个方面出发,尝试总结出相关研究的近期发展和动向,从而对已有综述进行补偿并在时间上接续.

2014年第一门汉语教学慕课上线,至2018年各类慕课平台上共有20多门汉语教学慕课,其中两门慕课被评为国家级精品课程.文章从教学理念的视角分析了其中有代表性的四门初级汉语教学慕课的教学内容、教学目标及互动模式,我们发现目前的汉语教学慕课主要属于知识性课程,与语言教学目的匹配度不高,互动模式也应该进一步丰富,文章在分析的基础上对今后汉语教学慕课的发展提出了建议.

课堂控制是课堂教学研究中的重要内容之一,课堂控制是保证课堂教学顺利进行的前提.到目前为止,课堂教学方面的研究成果较为丰富,但涉及课堂控制方面的研究不多.本文首先对课堂控制的概念和范围进行了界定,认为对外汉语教学课堂控制包括四个方面的内容:对输入内容的控制、对学生输出的控制、对练习方法的控制、对学生参与度的控制;其次,本文结合对外汉语课堂控制内容,具体探讨了教学控制在各个教学环节的具体应用问题,以期在师资培养过程中,提高新手教师的教学技能及专业水平,并促进教学效率的提高.

This study analyzed verb-noun collocations formed by common verb based on data from native speaker's corpus CCL corpus,It was found that attribute before noun in verb-noun collocation are not free.In Some collocations noun must be companied by attribute.The result shows the reason of that some attribute before noun are not free is due to verbs-noun collocational restriction instead of characteristics of individual word.

This is a study on the acceptability degrees of V-object-N collocations from the relevant corpus produced by 3,245 Chinese learners, and the findings are that 10. 10% learner＇s collocations can＇t be accepted by native speakers. It also studies the influencing factors of such acceptability in terms of Chinese collocations and the relevant correlation before giving some suggestions.

This paper investigates Chinese common verb-object-noun collocations in larger-scale corpus.When we explore general picture of Chinese common verb-noun collocations,we find Chinese common verbs differ greatly in collocation ability.There are powerful verbs in V-N collocations.Amount distribution of object-noun is also difference.There are high frequency nouns in V-N collocations.We explain the differences with theories of cognition linguistics and mental lexical theory.

This paper analyzes 3245 verb-object-noun collocations learners produced in 20,0000 words learner's corpus.In learner corpus's,the most collocations occur just one time,whereas there are a few collocations frequently occur in the corpus;intermediate level learners have a tendency to produce monosyllable verb-noun collocations,whereas in advanced learners collocations there are mostly disyllable verb-noun collocations and the collocations are more similar to native speakers'collocations.Error ratio in learners' collocations is 10.015%,most of them are disyllable verb-noun collocations produced by advanced learners.In verb-noun collocation acquisition,learners are lack of consciousness of collocation and frequency of collocation,it should be enhanced in teaching.

Through a study of the questionnaires and the follow-up study of the learners,the paper gives a case study of the teaching of writing in TCFL.The paper covers the following aspects: a subjective assessment of this course that includes the teaching method,the students' progress and the teacher's focus in correcting their compositions,and reveals that the students pay attention to the grammar and vocabulary,their progress finds expression in their quickened speech in writing while the teachers and the students have different understandings of this course.The follow-up research of their compositions focuses on the length of their compositions,the ratio of their vocabulary and grammar errors and conjunction errors.The paper concludes that through this course their vocabulary and grammar errors have decreased,and their conjunction errors vary from person to person.

The paper investigates 30 advanced learners of the Chinese language in order to find out the frequency of using the popular V+N collocations based on a comparative study of the native speaker's frequency of using such collocations.The research finds that the main problems in teaching Chinese collocations are related to their typicality and categorization.The paper finally proposes a frame model for categorizing the Chinese collocations in TCFL.

By analyzing six kinds of operation,this paper argues that the composition grade standard should follow two principles: scientificalness and maneuverability.According to these two principles,the paper puts forward the composition grade standard framework of Chinese as a second language,also by referencing the second language composition grade standards and considering the characteristic of Chinese language text.

This paper starts with the result of the placement test in Peking university,analyzing the instance of some students who did not certificate the result of placement test.This paper argues the difficulty co-efficient as an important character that determines discrimination index,analyzing the placement test structure,renewedly referring to the role of performance assessment in placement test.

The HSE objectives, the contents and the practices of safety training and requirements of HSE management of the project under construction at Site are introduced in this paper.

§0引言 "写"是留学生汉语学习四个环节中的一个输出性环节,是语言学习到语言运用的过程,是在新的语境中对已经学过的语法、词语重新组合、选用的过程,是对已学过的语言知识的全面检查.对用外语写作的学生来说,既存在着构思、布局谋篇的问题,更包括词汇、语法知识的运用问题.