來自15 個國家的32 位嘉賓進(jìn)行了精彩的發(fā)言和熱烈的討論。與會代表認(rèn)為，中文教學(xué)標(biāo)準(zhǔn)是各國中文學(xué)習(xí)和教學(xué)的重要參考，建立一個與考試對接的國際中文教育標(biāo)準(zhǔn)體系迫在眉睫。作為中文母語國，中國應(yīng)在國際中文教育標(biāo)準(zhǔn)制定等方面發(fā)揮更大的作用。

工作坊1.各國中文教學(xué)標(biāo)準(zhǔn)與應(yīng)用

俄羅斯莫斯科國立語言大學(xué)孔子學(xué)院外方院長安德烈?謝列茲涅夫說，中文已納入俄羅斯國家統(tǒng)一考試系統(tǒng)，但中學(xué)和大學(xué)各有各的中文教學(xué)標(biāo)準(zhǔn)，特別是在公立、私立等不同大學(xué)之間目前沒有而且短期很難形成統(tǒng)一的標(biāo)準(zhǔn)。目前在俄羅斯影響中文教學(xué)質(zhì)量的至關(guān)重要的因素是漢語教師。英國理啟蒙大學(xué)現(xiàn)代語言中心主任、歐洲漢語教學(xué)協(xié)會副會長張新生說，一種語言的進(jìn)入，必須有自己的標(biāo)準(zhǔn)、大綱，同時這種語言的相關(guān)標(biāo)準(zhǔn)和大綱必須與歐洲共同語言框架相掛鉤，實現(xiàn)“本土化”。目前的國際漢語水平考試主要起到以考促教的作用，希望中文教學(xué)有國際性參考意義的課程大綱，包括能力標(biāo)準(zhǔn)和考試。羅馬尼亞布加勒斯特大學(xué)孔子學(xué)院外方院長白羅米說，孔子學(xué)院是羅馬尼亞中小學(xué)漢語教學(xué)的主力軍，但是4 所孔子學(xué)院在不同的教學(xué)點也不是都有統(tǒng)一的教學(xué)標(biāo)準(zhǔn)，這是個問題。2016 年，漢語正式進(jìn)入羅馬尼亞國民教育體系，羅馬尼亞教育部成立了《羅馬尼亞中小學(xué)漢語教學(xué)大綱》編寫組，根據(jù)歐洲共同語言框架完成了漢語教學(xué)大綱。美國肯揚大學(xué)教授、世界漢語教學(xué)學(xué)會理事白建華說，外語實施標(biāo)準(zhǔn)在美國公立K-12 貫徹得非常好，但是在美國大學(xué)基本上還是八仙過海、各顯其能，沒有統(tǒng)一標(biāo)準(zhǔn)。美國外語教師協(xié)會已制定《21 世紀(jì)外語學(xué)習(xí)標(biāo)準(zhǔn)》，從以語言要素為綱發(fā)展到以生活當(dāng)中運用漢語的能力為標(biāo)準(zhǔn)，在強調(diào)語言要素、語言技能能力的同時，更突出使用語言交際的能力。復(fù)旦大學(xué)應(yīng)用語言研究所所長吳勇毅說，目前世界各國對中文教學(xué)標(biāo)準(zhǔn)需求旺盛。目前國內(nèi)中小學(xué)外語教學(xué)已由“教學(xué)大綱”向“課程標(biāo)準(zhǔn)”方向改革，建議研發(fā)“中文課程標(biāo)準(zhǔn)”。課程標(biāo)準(zhǔn)是一個基本的綱領(lǐng)性文件，要規(guī)范教學(xué)，提出質(zhì)量標(biāo)準(zhǔn)，包括學(xué)生能夠達(dá)到的標(biāo)準(zhǔn)等。盧旺達(dá)基加利教育學(xué)院孔子學(xué)院中方院長曾廣煜說，國際中文教育需要一個標(biāo)準(zhǔn)，這個標(biāo)準(zhǔn)與一般國內(nèi)的語言標(biāo)準(zhǔn)不應(yīng)一樣，要確保一定的統(tǒng)一性，保留一定的多樣性，便于國際間交流。

工作坊2.中外合作開發(fā)中文教學(xué)新標(biāo)準(zhǔn)

工作坊與會專家認(rèn)為，無論著眼當(dāng)下，還是放眼未來，中外合作開發(fā)富有科學(xué)性和針對性的中文教學(xué)標(biāo)準(zhǔn)，對于世界各國中文教育發(fā)展都具有極為重要的意義和價值。漢語水平等級標(biāo)準(zhǔn)課題組代表梁彥民介紹了《國際漢語能力標(biāo)準(zhǔn)》修訂項目的進(jìn)展情況?！秶H漢語能力標(biāo)準(zhǔn)》（2006年）、《國際漢語教師標(biāo)準(zhǔn)》（2007 年）、《國際漢語教學(xué)通用課程大綱》（2008 年）和2009 年新HSK 大綱共同形成了一個國際化的標(biāo)準(zhǔn)系統(tǒng)，對于國際中文教育事業(yè)發(fā)展起到了重要的指導(dǎo)和推動作用。研制統(tǒng)一規(guī)范、科學(xué)開放、便于應(yīng)用的漢語標(biāo)準(zhǔn)體系已經(jīng)勢在必行。

泰國曼松德昭帕亞皇家?guī)煼洞髮W(xué)琳達(dá)校長表示，合作開發(fā)中文教學(xué)標(biāo)準(zhǔn)，要以中國漢語教學(xué)綱領(lǐng)性文件為依據(jù)，吸納歐美發(fā)達(dá)國家的成熟標(biāo)準(zhǔn)和成功經(jīng)驗，加強頂層設(shè)計，集思廣益，融入國際化、系統(tǒng)性和開放性的視野，使中文教學(xué)標(biāo)準(zhǔn)更具實踐性、可操作性和靈活性，注重學(xué)生的全面發(fā)展和終生發(fā)展。烏克蘭南方師范大學(xué)孔子學(xué)院亞歷桑德娜·波波娃院長指出，烏克蘭教育發(fā)展2021 框架中一個非常重要的任務(wù)是為本土教師提供中文課程標(biāo)準(zhǔn)。

法國巴黎東方語言文化學(xué)院教授白樂桑曾帶領(lǐng)歐洲漢語教學(xué)專家研制基于漢語特點的歐洲漢語能力標(biāo)準(zhǔn)項目，描述了A1 到B2 級別對應(yīng)的漢語能力。白樂桑教授表示，這種權(quán)威性的標(biāo)準(zhǔn)研發(fā)是中國義不容辭的責(zé)任，根據(jù)歐洲語言框架詳細(xì)地描述中文每個等級標(biāo)準(zhǔn)以及相關(guān)語言活動是中國漢語教學(xué)專家的責(zé)任和義務(wù)。

工作坊3.專門用途的中文教學(xué)標(biāo)準(zhǔn)與考試

與會專家認(rèn)為，隨著漢語教學(xué)的發(fā)展和學(xué)習(xí)者數(shù)量的增加，學(xué)習(xí)者身份呈現(xiàn)多樣化，漢語學(xué)習(xí)的需求也更加多樣、精細(xì)，出現(xiàn)了各類專門用途的中文教學(xué)，并且一些專門用途的漢語學(xué)習(xí)已形成一定的規(guī)模，如醫(yī)學(xué)漢語、商務(wù)漢語等。具有專門用途特色的孔院也逐漸增多，如旅游孔院、商務(wù)孔院和中醫(yī)孔院。如何設(shè)計專門用途的中文教學(xué)標(biāo)準(zhǔn)與考試，引導(dǎo)學(xué)習(xí)與教學(xué)，做好語言與職業(yè)之間的橋梁非常重要。

中文教學(xué)專門化是大勢所趨。專門用途外語教學(xué)及其研究狀況，是衡量一種語言作為外語教學(xué)成熟與否的重要標(biāo)準(zhǔn)。專門用途的中文教學(xué)處于承上啟下的位置，是語言與職業(yè)的銜接橋梁，對學(xué)生來說非常重要。

近年來，來華學(xué)習(xí)臨床醫(yī)學(xué)的留學(xué)生人數(shù)增長迅猛，2018 年已達(dá)到62895 人。參加臨床醫(yī)學(xué)教學(xué)的一個主要瓶頸就是語言問題，醫(yī)學(xué)漢語的發(fā)展十分必要。路易斯安那州澤維爾大學(xué)僅2019 年就有750 名醫(yī)學(xué)生選修漢語課。醫(yī)學(xué)漢語學(xué)習(xí)人數(shù)規(guī)模較大，開發(fā)醫(yī)學(xué)漢語十分必要。

專門用途的中文教學(xué)與考試應(yīng)針對目標(biāo)需求，以交際行為為導(dǎo)向，以任務(wù)為基本單位。專門用途的中文教學(xué)應(yīng)注重語言在實際過程中的運用，注意加強教學(xué)與實踐的親密度，在實際教學(xué)中加強學(xué)生對具體情景的體驗感。考試應(yīng)以典型語境下的典型任務(wù)為落腳點進(jìn)行考查。

相應(yīng)地，教材也應(yīng)具有實用性，同時師資也強調(diào)具有相關(guān)專業(yè)背景的持漢語教師證書的教師加入，至于測評體系也強調(diào)針對性和專門化。不論是教學(xué)還是測評，語料的真實性都非常重要，有必要從“專門用途”出發(fā)，專門采集和處理不同學(xué)習(xí)群體在實際使用中真實出現(xiàn)過的語言材料。目前已有專家使用語言智能技術(shù)，利用人機交互、大數(shù)據(jù)等技術(shù)完成線上測評軟件，為專門用途的中文考、教、學(xué)提供了強有力的技術(shù)支撐。

工作坊4.漢語水平考試（HSK）改進(jìn)與推廣

與會專家一致認(rèn)為，漢語水平考試（HSK）目前已成為一項具有影響力的漢語能力標(biāo)準(zhǔn)化考試。漢語考試規(guī)模持續(xù)擴大，漢語考試效力增加。在日本和韓國，HSK 已成為很多學(xué)校中文專業(yè)學(xué)生畢業(yè)結(jié)業(yè)的重要評估內(nèi)容，也是企業(yè)員工招聘、職位晉升的重要參考；在韓國政府主管的導(dǎo)游資格考試中, 特別將HSK 成績作為評價漢語能力的標(biāo)準(zhǔn)。在中國，HSK 不僅僅是高校選拔來華留學(xué)生、授予各類獎學(xué)金的必備證明，也是留學(xué)生獲得學(xué)位證和在華工作的必要條件。同時，上海移民管理部門設(shè)立漢語水平考試考點，未來HSK 成績可能作為移民的條件之一。

2019 年漢考國際修訂了《漢語考試考點管理辦法》，嚴(yán)格考點評審，細(xì)化考點職能，加強考試組織和實施流程的監(jiān)管，加大對違紀(jì)違規(guī)行為的處理。進(jìn)一步擴充題庫，加大隨機組卷力度，確保充足的平行試卷；加大網(wǎng)絡(luò)考試推廣力度，擴大網(wǎng)考覆蓋面，加快自適應(yīng)考試開發(fā)。

考試推廣手段多樣化。如日本積極開展HSK 留學(xué)就業(yè)展等相關(guān)活動，促進(jìn)日本學(xué)生對中國高校的了解，也為HSK 考生搭建中日企業(yè)就業(yè)橋梁。韓國境內(nèi)每年增設(shè)HSK 的考場，為考生、企業(yè)、學(xué)校等提供各種便利；考教結(jié)合，將漢語考試納入課程評估體系等。

32 guests from 15 countries delivered amazing speeches and had heated discussion. The representatives agreed that the teaching standard of Chinese language is an important reference for Chinese learning and teaching in every country and it is imperative to build an international Chinese language education standard connected with the examination. As the country with Chinese as its mother tongue, China should play a greater role in formulating international Chinese language education standards.

Workshop 1. Teaching Standard and Application of Chinese Language Education in Different Countries

Andrei Seleznev, Foreign Director of the Confucius Institute at Moscow State University in Russia said that Chinese language has been included in the unified state examination system of Russia. But middle schools and universities have their own standards for Chinese language teaching. Especially among universities,there is no certain state examination system and cannot form a unified standard in a short time. At present, the crucial factor affecting the quality of Chinese language teaching in Russia is Chinese teachers. Zhang Xinsheng, Director of the Centre for Modern Languages in Richmond, the American International University in London and Vice President of European Association of Chinese Teaching, said that the promotion of a language must have its own standard and principle. At the same time, this standard and principle must be connected to the framework of the Common European Framework of Reference for Languages.It is called achieving “l(fā)ocalization”. Currently, the international Chinese proficiency test mainly plays the role of promoting the teaching through the test. We hope that Chinese language teaching would have a course syllabus of international reference significance including competency standards and examinations.Luminita Balan, Foreign Director of the Confucius Institute at the University of Bucharest in Romania, said that the Confucius Institute is the main force of Chinese language teaching in Romanian primary and middle schools. It was a problem that these 4 Confucius Institutes do not have a unified teaching standard in different teaching sites. In 2016, Chinese officially entered the Romanian national education system. The Romanian Ministry of Education set up a compiling committee of Chinese Language Syllabus in Primary and Secondary Schools, and completed the syllabus according to the Common European Framework of Reference for Languages. Bai Jianhua, Professor of Kenyon College,USA and Director of International Society for Chinese Language Teaching, said that the implementation of foreign language standards is working very well in public K-12, but in the United States, they do not have a unified standard. The American Association of Foreign language Teachers has formulated the Standards for Foreign Language Learning in the 21st Century.The standard changed its focus from language to developing the ability of using the language in the daily life. While underlying the language and skills, it focuses more on communication now.Wu Yongyi, Director of Fudan University’s Institute of Applied Languages, said that there is a strong demand for Chinese language teaching standards in various countries around the world.At present, foreign language teaching in domestic primary and secondary schools has been reformed from the “syllabus” to the“curriculum standards”, and it is recommended that the “Chinese curriculum standards” be developed. Curriculum standards are a basic programmatic document that standardizes teaching and proposes quality standards, including standards that students can achieve. Zeng Guangyu, Chinese Director of the Confucius Institute at the Kigali Institute of Education in Rwanda, said that China’s current international Chinese education needs a standard,which should not be the same as the domestic language standard.It must ensure a certain unity, retain a certain amount of diversity,and facilitate international exchanges.

Workshop2. New Teaching Standards Developed by Chinese Language Cooperation Between Chinese and Foreign Institutions

The experts believed that, no matter looking at the present or the future, the cooperation in developing scientific and targeted standards between Chinese and foreign institutions is of great significance and value to the development of Chinese language education around the world. Liang Yanmin, the representative of the Chinese language proficiency standards group, introduced the revision of International Chinese Language Proficiency Standards. International Chinese Proficiency Standards (2006), International Chinese Teacher Standards(2007), General Curriculum for International Chinese Language Teaching (2008) and the HSK syllabus in 2009 have formed an international standard system. They have played an important role in guiding and promoting the development of international Chinese language education. It is imperative to develop a unified, standardized, scientific and open Chinese standard system.

Linda Gainma, President of Bansomdejchaopraya Rajabhat University, Thailand, said that the cooperation for developing the Chinese language teaching standards should be based on the Chinese language teaching framework documents, and absorb the successful standards and experiences of developed countries in Europe and America, strengthen the top-level design, brainstorm ideas and integration into the international, systemic and open view. We shall make the standards of teaching Chinese language more practical, operable and flexible and focus on the comprehensive development and life-long development of students. Alessandro Popova,Director of the Confucius Institute at South Ukrainian National Pedagogical University, pointed that a very important task in the framework of Ukrainian education development in 2021 is to provide Chinese language course standards for local teachers.

Joel Bellassen, Professor of National Institute for Oriental Languages and Civilizations has led European Chinese language teaching experts to study the Chinese ability standards based on Chinese language characteristics, describing the Chinese ability corresponding to levels A1 to B2. He said that the development and research of this authoritative standard is China’s incumbent responsibility. It is the responsibility and obligation of Chinese language teaching experts to describe each level of Chinese standards and related language activities in detail according to the Common European Framework of Reference for Languages.

Workshop 3. Special-Purpose Chinese Language Teaching Standards and Examination

The experts believed, with the development of Chinese teaching and the increasing number of the Chinese learners,the identity of learners has become diversified and the needs of Chinese language learning have become more diverse and sophisticated. A lot of specialized Chinese language teaching system such as medical Chinese and business Chinese are emerged and have a certain scale. The number of the Confucius Institute with special purpose has gradually increased,such as the Tourism Confucius Institute, the Business Confucius Institute and the Traditional Chinese Medicine Confucius Institute. How to design special-purpose Chinese language teaching standards and tests, how to guide learning and teaching, and how to make a good bridge between language and career is very important.

The specialization of Chinese language teaching is a general trend. Special-purpose foreign language teaching and its research are important criteria for measuring the maturity of a language’s education in other countries. Special-purpose Chinese language teaching serves as a connecting link and a bridge between language and career. It is very important for students.

In recent years, the number of international students studying clinical medicine in China has grown rapidly, reaching 62, 895 in 2018. The language problem is one of the major bottlenecks in participating in clinical medical teaching, and the development of medical Chinese language is very necessary. 750 students selected Chinese language courses in Xavier University of Louisiana in 2019. There are so many medical Chinese learners, and it is necessary to develop medical Chinese. Special-purpose Chinese language teaching and examinations should be aimed at the needs, oriented by communicative behavior, and based on tasks. It should pay attention to the use of language in the actual process, pay attention to strengthening the connections between teaching and practice,and strengthen the students’ experience of specific situations in real teaching. The examination should be based on a typical task in a typical context.

Correspondingly, the teaching materials should be also practical. At the same time, teachers having Chinese teacher certificates and relevant professional backgrounds should be recruited.As for the evaluation system, it should focus on purpose and specialization. No matter the teaching or evaluation, the authenticity of the corpus is very important. It is necessary to start from the“special purpose” and specifically collect and process the language materials that have actually appeared in different learning groups in daily life. At present, experts have used language intelligence technology to complete online assessment software using technologies such as human-computer interaction and big data,providing strong technical support for special-purpose Chinese examinations, teaching, and learning.

Workshop 4. Improvement and Promotion of Chinese Proficiency Test (HSK)

The experts agreed that the HSK has now become an influential standardized test of Chinese language proficiency.The scale of Chinese examinations has continued to expand,and the influence of Chinese examinations has increased.In Japan and the ROK, HSK has become an important assessment content for graduation and completion of Chinese language majors in many schools, and it is also an important reference for the recruitment and promotion of employees.In the qualification test for guides administered by the ROK government, HSK scores are especially used to evaluate Chinese proficiency. In China, HSK is not only a necessary proof for universities to select foreign students in China and grant various scholarships, but also a necessary condition for international students to obtain a degree certificate and working in China. At the same time, the Shanghai Immigration Management Department has set up a Chinese proficiency test site, and future HSK results may be one of the conditions for immigration.

In 2019, the Chinese Testing International Co., Ltd. has revised the Administrative Measures for Chinese Test Centers to conduct strict test and review, refine the functions, strengthen the supervision of test organization and implementation,and increase punishment for violations of discipline and rules.The Chinese Testing International Co., Ltd. has further expanded the question bank, increased the random test papers to ensure sufficient parallel tests; it has also increased the promotion of online exams, expanded the coverage of online exams,and speeded up the development of adaptive tests.

The methods of examination promotion are diversified.For example, Japan is actively carrying out related activities such as the HSK Study Abroad Employment Promotion to promote Japanese students’ understanding of Chinese colleges and universities and also build employment bridges for Chinese and Japanese companies for HSK candidates. HSK test rooms are added every year in the ROK to provide various conveniences for candidates, companies, and schools. We shall combine examination with teaching, and include Chinese examination into the curriculum evaluation system.