英國(guó)中文教育的現(xiàn)狀Chinese Language Teaching in the UK

雷涵彧

英國(guó)的中文教育起步很早，英國(guó)也是較早將中文納入國(guó)民教育體系的國(guó)家之一。為了了解中文教學(xué)在英國(guó)的發(fā)展、當(dāng)前的狀況與面臨的挑戰(zhàn)，加深中英之間的文化交流和相互理解，本刊記者采訪了倫敦大學(xué)亞非學(xué)院主管中文教學(xué)工作的宣力老師。倫敦大學(xué)亞非學(xué)院是英國(guó)唯一一所專門研究亞洲、非洲與中東的人文、語言及社會(huì)科學(xué)的高校，莊士敦及老舍先生曾執(zhí)教于此。宣老師畢業(yè)于北京語言大學(xué)對(duì)外漢語教學(xué)專業(yè)，曾任教于上海交通大學(xué)及香港中文大學(xué)，2016—2021年兼任倫敦孔子學(xué)院英方執(zhí)行院長(zhǎng)，現(xiàn)為倫敦大學(xué)亞非學(xué)院中文系首席導(dǎo)師。此外，宣力老師多年來一直擔(dān)任英國(guó)考試局“國(guó)際中學(xué)教育普通證書”（International General Certificate of Secondary Education，IGCSE）課程及“中學(xué)高級(jí)水平考試”（General Certificate of EducationAdvanced Level， A-Level）中文考試主考官，參與歐洲范圍內(nèi)的漢語能力標(biāo)準(zhǔn)（European Benchmarks for Chinese Language， EBCL）的研究與設(shè)計(jì)。

Chinese education in the UK has a long history. The UK is one of thecountries which introduced Chinese into its national education systemat an early stage. For a better understanding of the development， currentsituation， and challenges faced by Chinese teaching and learning in theUK， and to deepen cultural exchange and mutual understanding betweenChina and the UK， our magazine interviewed Xuan Li， who overseesChinese teaching at the School of Oriental and African Studies （SOAS），University of London. SOAS is the only university in the UK specializingin the humanities， languages， and social sciences of Asia， Africa， andthe Middle East， associated with prominent figures such as Sir ReginaldFleming Johnston and Lao She. Xuan Li graduated from Beijing Languageand Culture University with a major in teaching Chinese as a foreignlanguage and has previously taught at Shanghai Jiao Tong Universityand The Chinese University of Hong Kong. From 2016 to 2021， she wasBritish Executive Director of the London Confucius Institute at SOAS.Her additional role was the chief examiner for the International GeneralCertificate of Secondary Education （IGCSE） and General Certificate ofEducation Advanced Level （A-Level） Chinese examinations. She hasbeen involved in an EU Project which set the European Benchmarks forChinese Language （EBCL）.

采訪者：宣老師，您好，非常感謝您接受我們的采訪！首先，請(qǐng)您簡(jiǎn)要介紹一下英國(guó)的中文教育概況。

Interviewer： Ms Xuan， Nice to meet you！ Thank you very muchfor accepting our interview. First of all， could you briefly introduce thestatus of Chinese education in the UK？

宣力：英國(guó)的中文教學(xué)起步很早。20世紀(jì)80年代以前，英國(guó)社區(qū)層面的中文教學(xué)以繁體字和粵語為主，因?yàn)楫?dāng)時(shí)中國(guó)移民主要來自中國(guó)香港地區(qū)。到了21世紀(jì)初，隨著中國(guó)影響力的增強(qiáng)及海外中文教學(xué)的推廣，簡(jiǎn)體字和普通話教學(xué)漸漸成為主流。英國(guó)的華人社區(qū)學(xué)校主要在周末教授中文，大多從零起點(diǎn)或低幼年齡學(xué)習(xí)者開始，覆蓋整個(gè)小學(xué)和中學(xué)階段。華人社區(qū)學(xué)校在華人社會(huì)中扮演著非常重要的角色，除了教授語言，還是文化傳播和社區(qū)支持的紐帶。特別值得一提的是，近年來，有不少非華裔的孩子也進(jìn)入中文學(xué)校學(xué)習(xí)中文。

Xuan Li： Chinese teaching in the UK has a longhistory. Before the 1980s， only several universitiesoffered Chinese degrees， Chinese teaching and learningare mainly happened in the Chinese communityand focused on traditional Chinese characters andCantonese because most Chinese immigrants at thattime came from Hong Kong. By the beginning of the21st century， with the increasing influence of China andthe promotion of overseas Chinese teaching， simplifiedcharacters and Putonghua teaching gradually becamemainstream. Chinese community schools in the UKmainly teach Chinese at weekends， starting from scratchor from a very young age， covering the entire primaryand secondary school stages. Chinese communityschools play a very important role in Chinese society，serving not only as language teaching institutionsbut also as channels for cultural dissemination andcommunity support. It is worth noting that in recentyears， many non-Chinese children have also attendedChinese schools to learn Chinese.

在基礎(chǔ)教育階段，英國(guó)有兩項(xiàng)重要考試，中文是可選科目之一。第一項(xiàng)是“普通中等教育證書”（GeneralCertificate of Secondary Education， GCSE） 考試，類似于國(guó)內(nèi)的中考，學(xué)生在11年級(jí)結(jié)束后參加考試。義務(wù)教育學(xué)習(xí)階段結(jié)束后，學(xué)生可以選擇繼續(xù)學(xué)習(xí)，并在兩年后參加第二項(xiàng)A-Level 考試，相當(dāng)于中國(guó)的高考，學(xué)生用這個(gè)成績(jī)申請(qǐng)大學(xué)。GCSE和A-Level中文考試由不同的考試局根據(jù)教育部門的考核要求組織實(shí)施，為此階段的中文教學(xué)提供正規(guī)的評(píng)估。目前，有一家考試局同時(shí)提供普通話和粵語兩種中文考試。

In the compulsory education years， the UKhas two significant examinations， with Chinesebeing one of the optional subjects. The first is theGeneral Certificate of Secondary Education （GCSE）examination， similar to the middle school entranceexamination in China， which students take aftercompleting grade 11. After completing grade 11，students can choose all their subjects and take theadvanced examination， GCE A-Levels， two yearslater. This is equivalent to Chinas Gaokao （NationalCollege Entrance Examination， NCEE）. Studentsuse their A-Level scores to apply for universities.The GCSE exam and A-Level Chinese exam areorganized and implemented by different examinationboards which provide formal assessments according to the requirements of the government educationdepartment. Currently， there is one examination boardthat offers both Mandarin and Cantonese Chineseexams while others only provide Mandarin exams.

在高等教育階段，現(xiàn)今有超過40所英國(guó)高校提供各類中文課程。既有大學(xué)中文系、東亞研究學(xué)院提供的本科及研究生課程， 也有大學(xué)語言中心等提供的各級(jí)中文學(xué)分和非學(xué)分課程?？鬃訉W(xué)院在英國(guó)的中文教育和推廣中，特別是在中小學(xué)階段，扮演著極為重要的角色?？鬃訉W(xué)院提供教師和教材，還組織少兒漢語考試（YouthChinese Test， YCT）。孔子學(xué)院和孔子課堂對(duì)中文教學(xué)走進(jìn)學(xué)校并持續(xù)發(fā)展起著至關(guān)重要的作用。 可以說，孔子學(xué)院推動(dòng)了中文在英國(guó)學(xué)校的普及?？鬃訉W(xué)院與大學(xué)的合作，也為中文學(xué)習(xí)和中國(guó)文化展示提供了豐富的資源，漢語水平考試（HSK）和獎(jiǎng)學(xué)金對(duì)大學(xué)生非常有吸引力。從社區(qū)學(xué)校到正規(guī)的教育機(jī)構(gòu)，英國(guó)的中文教學(xué)呈現(xiàn)出多元發(fā)展的趨勢(shì)。

Nowadays in higher education there are over40 UK universities offering various Chinese courses.There are undergraduate and postgraduate programsoffered by university Chinese departments andEast Asian studies institutes， and Chinese languagecourses at various levels offered by university languagecentres and other institutions. Confucius Institutesin the UK play a particularly important role in thepromotion of Chinese education and culture in theUK， especially at the primary and secondary schoollevels. Confucius Institutes provide teachers， teachingmaterials， and organize the Youth Chinese Test （YCT）.Confucius Institutes and Confucius Classrooms play acrucial role in bringing Chinese teaching into schoolsand sustaining its development. It can be said thatConfucius Institutes have promoted the popularizationof Chinese in British schools. The cooperation betweenConfucius Institutes and universities also provides richresources for Chinese learning and cultural displays，and the HSK exam and scholarships are very attractiveto university students. From community schools toformal educational institutions， Chinese teaching inthe UK is showing a trend of diversified development.

采訪者：您在英國(guó)的中文教育領(lǐng)域躬耕多年，您覺得目前中文學(xué)習(xí)的主要人群有哪些？學(xué)習(xí)動(dòng)機(jī)是什么？現(xiàn)在對(duì)中文學(xué)習(xí)的需求情況與以往相比有什么變化？

Interviewer： You have been dedicated to the fieldof Chinese education in the UK for many years. Whodo you think are the main learners of Chinese atpresent？ What are their motivations for learning？ Hasthe demand for Chinese learning changed comparedto the past？

宣力：英國(guó)的中文學(xué)習(xí)者大概分為三類：第一類是英國(guó)本地的華裔，他們學(xué)習(xí)中文是一種文化的傳承；第二類是在英國(guó)教育系統(tǒng)內(nèi)學(xué)習(xí)中文的學(xué)生，包括了各個(gè)年級(jí)。在小學(xué)階段，英國(guó)小學(xué)教授的外語一般是法語，有的學(xué)校會(huì)推廣西班牙語和德語，近年來不少學(xué)?？紤]開設(shè)漢語課程；第三類是社會(huì)學(xué)習(xí)者，學(xué)生來源多樣，年齡、水平、背景和學(xué)習(xí)目的等也各有不同。

Xuan Li： Chinese learners in the UK can beroughly divided into three categories. The firstcategory consists of British-born Chinese， forwhom learning Chinese builds the bond to culturalinheritance. The second category includes studentswho learn Chinese within the UK education system，spanning various age groups. In UK primary schools，the foreign languages taught are typically European：mainly French， some schools may also offer Spanishor German. In recent years an increasing number ofschools are considering the introduction of Chinese.The third category comprises other learners， withvarying backgrounds， ages， proficiency levels， andlearning purposes.

在英國(guó)，幾乎每一所私立學(xué)校都有華裔學(xué)生，他們多數(shù)希望（有機(jī)會(huì)）參加中文考試，所以學(xué)校一般都會(huì)安排中文公開考試。有條件的私立學(xué)校也會(huì)為華裔及非華裔學(xué)生提供中文課程，可見，漢語是一門受歡迎的外語。 私立學(xué)?？梢钥鐓^(qū)招生，家長(zhǎng)在選擇學(xué)校時(shí)，主要考量的是學(xué)校的聲譽(yù)、設(shè)施、升學(xué)率和環(huán)境等因素。華裔家長(zhǎng)可能會(huì)詢問學(xué)校是否有中文課和中文考試，也有些非華裔家長(zhǎng)希望孩子有學(xué)習(xí)中文的機(jī)會(huì)。

Almost every UK private school has Chinesestudents， most of whom wish to participate inChinese exams if given the opportunity. Therefore，schools generally arrange public Chinese exams. Insome private schools， Chinese is a popular choiceas a foreign language and is offered to both Chineseand non-Chinese students. Private schools can selectstudents from anywhere and when parents choose schools， the key factors are the schools reputation，facilities， progression rates， and environment.Chinese parents may inquire about the availability ofChinese courses and exams at schools， while morenon-Chinese parents also make enquiries on whetherChinese is on offer as a subject.

社區(qū)學(xué)校和私立學(xué)校不斷吸引非華裔學(xué)生，這表明中文學(xué)習(xí)的需求在增長(zhǎng)。值得一提的是，現(xiàn)在許多學(xué)生學(xué)習(xí)中文更多是出于興趣，而非專業(yè)或職業(yè)的選擇，比如，中文培優(yōu)項(xiàng)目（Mandarin Excellence Programme，以下簡(jiǎn)稱“MEP項(xiàng)目”）成功引起了學(xué)生對(duì)中文的興趣。我們特別希望，這些學(xué)生在選擇大學(xué)專業(yè)時(shí)能把中文列為首選。如果學(xué)生在中文學(xué)習(xí)方面投入了大量時(shí)間和資源，他們對(duì)中文的興趣卻未能直接轉(zhuǎn)化為對(duì)中文專業(yè)的選擇，那無疑是一種浪費(fèi)。因此，如何能夠鼓勵(lì)更多學(xué)生從小學(xué)到大學(xué)持續(xù)地學(xué)習(xí)中文，逐步提高中文水平，進(jìn)而把中文當(dāng)作專業(yè)，把多年所學(xué)的知識(shí)和技能轉(zhuǎn)化為職業(yè)選擇，是值得我們進(jìn)一步思考的問題。

Community schools and private schools arecontinuously attracting non-Chinese students，indicating a growing demand for Chinese learningin the UK. It is worth mentioning that a majorityof students now study Chinese more out of interestrather than as a professional or career choice. Forexample， the Mandarin Excellence Programme（MEP） has successfully sparked students interest inChinese. We particularly hope that these students willconsider Chinese as their first choice when selectinguniversity majors. After devoting a significantamount of time and energy to learning Chinese， iftheir interest does not directly translate into choosingChinese as a major， it would undoubtedly be a waste.Therefore， a question worth further consideration ishow to encourage more students to continue learningChinese from primary school to university， graduallyimprove their Chinese proficiency， and eventuallychoose Chinese as their degree major， transformingthe knowledge and skills acquired over the years intocareer choices.

在大學(xué)階段，以我所在的倫敦大學(xué)亞非學(xué)院為例，學(xué)習(xí)中文的人數(shù)一直比較穩(wěn)定，這主要是因?yàn)閷W(xué)校吸引的是對(duì)中文或中國(guó)文化特別感興趣的學(xué)生。他們的學(xué)習(xí)目標(biāo)一般很明確：希望學(xué)好中文，以此踏入中國(guó)學(xué)的諸多領(lǐng)域，如文學(xué)、電影、歷史和國(guó)際關(guān)系等。我們的畢業(yè)生中大約有三分之一會(huì)繼續(xù)深造，申請(qǐng)牛津、劍橋、哈佛等名校的碩士或博士；另外三分之一會(huì)從事與中國(guó)或中國(guó)文化有關(guān)的工作。

At the university level， taking my institution，SOAS， University of London， as an example， thenumber of students studying Chinese has remainedrelatively stable. This is mainly because the schoolattracts students who are particularly interestedin Chinese language or Chinese culture. Studentslearning goals are generally clear： they want to masterChinese and enter various fields of Chinese studies，such as literature， film， history， and internationalrelations. Approximately one-third of our graduatescontinue their studies， applying for masters ordoctoral programs at prestigious universities suchas Oxford， Cambridge， and Harvard， while anotherthird engages in work related to China or Chineseculture.

采訪者：那么在教學(xué)實(shí)踐中，英國(guó)中文教育的師資來源和培養(yǎng)體系是怎樣的呢？

Interviewer： In terms of teaching， where are theteachers from and what is the teacher training systemlike？

宣力：目前，英國(guó)中文教師的師資來源主要有四個(gè)方面：首先是社區(qū)學(xué)校或周末學(xué)校的教師，他們往往是熱心家長(zhǎng)或者志愿人員；第二是孔子學(xué)院中方合作機(jī)構(gòu)派出的中文教師和志愿者，他們?cè)谟?guó)的30所孔子學(xué)院及下設(shè)的孔子課堂或聯(lián)系學(xué)校教授中文，這涵蓋了從小學(xué)到高中的教育；第三是英國(guó)大學(xué)的全職及兼職中文教師，在設(shè)有中文系或語言中心的大學(xué)，通常有中文教職人員；第四是英國(guó)中小學(xué)聘用的符合英國(guó)要求的中文教師。

Xuan Li： Currently， there are four main sources ofChinese teachers in the UK. Firstly， there are teachersfrom community schools or weekend schools， whoare often enthusiastic parents or volunteers. Secondly，there are Chinese teachers and volunteers sent to theUK by the Chinese Partners of Confucius Institutes，they teach Chinese in 30 Confucius Institutes andaffiliated Confucius Classrooms within UK schools，from primary to high school. Thirdly， there are fulltimeand part-time Chinese teachers in British universities， typically in universities with Chinesedepartments or language centres. Fourthly， there areChinese teachers who meet UK requirements and areemployed by British primary and secondary schoolsdirectly.

在英國(guó)的政府學(xué)校任教，必須具有教師資格證書（Qualified Teacher Status，QTS）。通常情況下， 教師需要完成研究生教育證書（Postgraduate Certificatein Education，PGCE）課程， 這個(gè)培訓(xùn)不僅注重教育理論， 而且注重教學(xué)時(shí)間和教學(xué)技能的培訓(xùn)，如如何進(jìn)行班級(jí)管理，與學(xué)生、家長(zhǎng)交流互動(dòng)，與學(xué)校各部門協(xié)調(diào)等，具有這樣的能力，才具有執(zhí)教資格。如果學(xué)校急需教師，會(huì)提供在職培訓(xùn)，幫助新教師取得QTS。國(guó)際中文教師證書（Certificate for Teachers of Chinese toSpeakers of Other Language， CTCSOL）可能在申請(qǐng)進(jìn)入私立學(xué)校工作的時(shí)候有一定作用，但目前在英國(guó)仍然沒有得到官方認(rèn)可。持此證的中文教師志愿者可以在學(xué)校承擔(dān)助教工作、參與備課、準(zhǔn)備教學(xué)材料、提供教學(xué)資源，但一般不能完全獨(dú)立授課。

Teaching in state （i.e. government funded）schools in the UK requires Qualified Teacher Status（QTS）. Typically， teachers complete the PostgraduateCertificate in Education （PGCE） course， whichfocuses not only on educational theory but alsoon teaching practice and skills， such as classroommanagement， communication with students andparents， and cross-curricular coordination. Allteachers need to possess these skills to qualifyfor teaching in the UK. In rare cases， if a schoolneeds extra teachers， they may provide on-the-jobtraining to mentor new graduates to obtain QTS.The Certificate for Teachers of Chinese to Speakersof Other Language （CTCSOL） is not currentlyrecognized by the UK department for educationbut could be useful to obtain a teaching job in aprivate school. In a state school， volunteers with thiscertificate can be a classroom assistant， participatein lesson planning， prepare teaching materials， andprovide teaching resources but may not be allowed tolead the lessons.

十幾年來，國(guó)際中文教育權(quán)威機(jī)構(gòu)每年舉辦各種活動(dòng)，如面向中學(xué)生、大學(xué)生的“漢語橋”世界中文比賽，英國(guó)大學(xué)生社會(huì)公益與商務(wù)創(chuàng)新中文大賽等，并以此鼓勵(lì)中文學(xué)習(xí)。為了提升英國(guó)中文教師的教學(xué)能力并培養(yǎng)年輕教師，三年前，國(guó)際中文教育權(quán)威機(jī)構(gòu)、英國(guó)漢語考試委員會(huì)和英國(guó)漢語教師協(xié)會(huì)開始舉辦歐洲英語區(qū)中文教學(xué)技能大賽，希望通過比賽的形式，鼓勵(lì)教師分享教學(xué)理念和方法，提高教學(xué)水平并促進(jìn)教師之間的互相學(xué)習(xí)。我認(rèn)為這個(gè)比賽對(duì)于年輕教師特別有幫助，選手可以從中學(xué)習(xí)如何處理教學(xué)材料、與學(xué)生互動(dòng)、優(yōu)化課件的設(shè)計(jì)等。這個(gè)比賽也反映了英國(guó)中文教學(xué)的真實(shí)場(chǎng)景，通過參賽，選手對(duì)具體環(huán)境下的教學(xué)目標(biāo)設(shè)置、班級(jí)管理和辨別學(xué)習(xí)者差異等方面都會(huì)有更多的考慮。每一屆參賽選手都會(huì)帶來新鮮的內(nèi)容和創(chuàng)意。

For over a decade， the International ChineseLanguage Education Authority has organisedvarious activities annually， such as the “ChineseBridge，” a world Chinese Proficiency Competitionfor Middle School and University Students， andthe Chinese Competition of Charitable Projects &Business Innovations for UK University Students，to encourage Chinese learning and application.Three years ago， the International Chinese LanguageEducation Authority and Association of ChineseTeachers in the UK started hosting the ChineseTeaching Skills Competition in the Englishspeakingareas of Europe. The competition aimsat encouraging teachers to share teaching ideasand methods， improving teaching standards， andpromoting mutual learning between teachers. Ibelieve this competition is of particular benefitto young teachers， as participants can learn howto use teaching materials， interact with students，and optimize lesson design. This competition alsoreflects the real scenarios of Chinese teaching inthe UK， and through participation， competitorsconsider more aspects such as setting teachinggoals， classroom management， and identifyinglearner differences in specific environments. In thepast three years， participants have regularly broughtfresh content and creative ideas to the competition.

采訪者：除了教師，教材也是教學(xué)中非常重要的一環(huán)，英國(guó)出版的中文教材頗為豐富，不同學(xué)習(xí)階段、不同地區(qū)的教材使用都不同。在您的教學(xué)和工作中，目前哪些中文教材使用得更為廣泛呢？

Interviewer： Apart from the teachers， textbooks are also a crucial part of teaching. There is a widerange of Chinese textbooks published in the UK，with different textbooks used in different stages oflearning and in different regions. In your opinion，which Chinese textbooks are currently more widelyused？

宣力：我們大學(xué)的公共漢語課程使用的是《新實(shí)用漢語課本（第二版）》，這個(gè)系列教材內(nèi)容豐富，所以不需要額外尋找補(bǔ)充材料，課程銜接很容易，此外還有簡(jiǎn)體版和繁體版可以選擇。我們大學(xué)還有一本用了幾十年的老課本，是佟秉正老師和卜立德老師合作編寫的《漢語口語》。這本教材出版于1982年，深受20世紀(jì)60年代影響深遠(yuǎn)的耶魯教材——約翰 · 德范克主編的系列教材“漢語課本”的影響，注重口語操練，強(qiáng)調(diào)從字到詞的滾動(dòng)學(xué)習(xí)，通過大量語言示例提高閱讀及口語技能?！稘h語口語》很受學(xué)生歡迎，在英國(guó)的中文教學(xué)中影響很大，中文考試的教學(xué)和評(píng)估多以這本書的語法體系為藍(lán)本。2019年以后，電子化教學(xué)全面鋪開，電子教材的優(yōu)勢(shì)很多，例如，可以隨時(shí)調(diào)整更新內(nèi)容，更適合年輕一代的學(xué)習(xí)風(fēng)格，更環(huán)保，也比較經(jīng)濟(jì)。

Xuan Li： At my university， we use the NewPractical Chinese Reader （2rd edition） for the openoption Chinese modules. This textbook series isrich in content， so there is no need for the teacherto search for additional materials. The courseprogression is easy to follow， and a bonus to us is thatit offers both simplified and traditional versions. Wehad an old textbook that had been used for decades，Colloquial Chinese. It was co-authored by ProfessorP. C. Tung and Professor David Edward Pollard.The textbook was published in 1982 and was deeplyinfluenced by the John DeFrancis Yale textbooksfrom the 1960s. The book put oral practice at thecentre of teaching， emphasized incremental learningfrom characters to words， and improved reading andspeaking skills through many language examples.Colloquial Chinese has been very popular amongstudents and has had a significant impact on Chineseteaching in the UK and US. The teaching andassessment of Chinese exams in the UK are mostlybased on the grammar system provided by thisbook. Since 2019， electronic teaching has been fullyimplemented at my university. E-textbooks have many advantages， they can be adjusted and updatedat any time， are more suitable for the learning styleof the new generation， are more environmentallyfriendly， and cost-effective.

本土教材方面，《步步高中文》比較受歡迎。我參與了這套教材的編寫。這套教材基于倫敦大學(xué)亞非學(xué)院語言中心多年的教學(xué)經(jīng)驗(yàn)，注重口語，以句型教學(xué)和操練為主，嚴(yán)格控制每課的字詞量，很適合初級(jí)階段、成年非正規(guī)教育的學(xué)習(xí)者。

Another popular series textbook published inthe UK is called Chinese in Steps ： I am a co-author.The series developed from the rich experience of theLanguage Centre at SOAS， University of London， andfocuses on spoken Chinese， with a primary emphasison sentence patterns and practice. The strict controlof the number of characters and words in each lessonmakes this suitable for beginner learners in informalsettings.

采訪者：目前，英國(guó)的中文教學(xué)主要使用什么樣的教學(xué)方法呢？

Interviewer： What teaching methods are mainlyused in Chinese education in todays UK？

宣力：中小學(xué)的中文教學(xué)非?；顫姡问蕉鄻?，游戲教學(xué)、創(chuàng)意教學(xué)與內(nèi)容教學(xué)融合得非常好。我真的非常欣賞這些年輕教師，他們刻苦用功，充滿創(chuàng)意。我的教學(xué)工作主要在大學(xué)，在這里我簡(jiǎn)單介紹自己的一些做法。當(dāng)代學(xué)生，注意力較難長(zhǎng)時(shí)間集中，對(duì)長(zhǎng)篇課文也比較抗拒，所以我會(huì)采用短文章進(jìn)行教學(xué)，使每個(gè)小節(jié)既自成體系又相互關(guān)聯(lián)，并根據(jù)具體的節(jié)日、事件或時(shí)下話題靈活調(diào)整教學(xué)內(nèi)容。成段表達(dá)便于學(xué)生進(jìn)行語塊記憶和模仿。語法和詞匯教學(xué)可以根據(jù)話題和課文進(jìn)行靈活調(diào)整，而不拘泥于固定的語法教學(xué)順序。當(dāng)然，像補(bǔ)語、把字句的教學(xué)，還是要根據(jù)層級(jí)進(jìn)行設(shè)計(jì)。我還在教學(xué)中大量使用電子、網(wǎng)絡(luò)、AI人工智能的最新成果，提升學(xué)生的興趣，優(yōu)化教學(xué)效果。我會(huì)依據(jù)多個(gè)微技能將教學(xué)內(nèi)容分解，要求學(xué)生使用不同的軟件、多媒體和教學(xué)輔助工具進(jìn)行技能訓(xùn)練，這樣可以節(jié)約大量的課堂時(shí)間，學(xué)生也可以有一定的學(xué)習(xí)自主權(quán)。例如，現(xiàn)在有了AI技術(shù)，我可以設(shè)置語言任務(wù)，如讓學(xué)生用中文向AI請(qǐng)教語法、要求AI示范發(fā)音、給出指令要求AI執(zhí)行等，學(xué)生很喜歡這些與時(shí)俱進(jìn)的語言任務(wù)。

Xuan Li： Chinese teaching and learning inprimary and secondary schools are vibrant， withdiverse approaches seamlessly blending gaming，creativity， and content. I truly admire these youngteachers for their diligence and creativity. My ownteaching primarily takes place at the university level，and I would like to share some of my ideas andpractice here. Todays students find it challengingto sustain attention for extended periods， and theyoften resist lengthy texts. Therefore， I employ shortarticles to teach， ensuring each section stands alone，yet interconnects. I flexibly adjust teaching contentbased on specific holidays， events， or trendingtopics. I found chunk texts are easy to memorizeand imitate; as for grammar and vocabulary， Iteach these around topics and content， rather thanrigidly adhering to a fixed sequence. Obviously，grammar structures such as complements and Basentencesneed to be taught at the appropriate stage.I also extensively utilize the latest advancementsin E-learning and AI technology in my teachingto enhance student interest and optimize teachingeffectiveness. The teaching content is broken downaccording to multiple micro-skills： students arerequired to use different software， multimedia，and tools for skills training， by doing so I save asignificant amount of classroom time and givestudents some degree of autonomy in learning. Forexample， I incorporate various language tasks withapplication of recent AI technology. Students areasked to use Chinese to consult AI for grammar，request AI to demonstrate pronunciation， or giveAI instructions. My students are greatly enjoyingworking with AI in their Chinese learning.

語言學(xué)習(xí)要和文化相結(jié)合。從一年級(jí)開始，我就要求學(xué)生以項(xiàng)目的形式探究中國(guó)文化。學(xué)習(xí)中文40個(gè)小時(shí)以后，一年級(jí)的學(xué)生會(huì)自主完成他們感興趣的文化項(xiàng)目。今年我們學(xué)生報(bào)告的話題包括：王菲的電影、香港的流行音樂、翡翠白菜和肉形石、特立獨(dú)行的中國(guó)女性等。還有的學(xué)生學(xué)習(xí)用唐詩的格律寫英文詩，有些作品非常精彩。一年級(jí)的報(bào)告主要是用英語，但要求學(xué)生至少要用到十個(gè)中文詞。到了高年級(jí)，學(xué)生會(huì)選擇中國(guó)電影、戲劇、唐詩、建筑和商業(yè)等話題，全程使用中文演講。在準(zhǔn)備和項(xiàng)目展示的過程中，學(xué)生不僅提高了中文的溝通能力，還加深了對(duì)中國(guó)文化的深入了解。

We all know that language learning must beintegrated with culture. Starting from first grade，my students are required to explore Chinese culturein project form. First year students independentlycomplete cultural projects of their own choice after40 hours of studying. This year， some of the topicsmy student covered are Wang Fei and Hong Kongfilms， Hong Kong pop music， Jadeite Cabbageand Meat-Shaped Stone in Taipei Museum， andgreat independent Chinese female figures， andmany others. Another project we did this year is towrite poetry in English with Tang poetry rhythms;some student poems were exceptionally beautiful.In terms of language use， first year students givepresentations primarily in English with a minimum10 words in Chinese. In senior years， our studentsselect topics such as Chinese films， dramas， Tangpoetry， architecture， business and so on and theirpresentations are delivered entirely in Chinese.Throughout the preparation and presentationprocess， students not only improve their Chinesecommunication skills but also deepen theirunderstanding of Chinese culture.

在英國(guó)，關(guān)于中文教學(xué)理念和方法的探討一直存在，英國(guó)可能沒有美國(guó)大學(xué)那樣成體系，也沒有推出特別的教學(xué)模式。在實(shí)踐中，我和我的同事都在不斷探索和實(shí)踐一些特別的教學(xué)模式，嘗試用各種創(chuàng)新的教學(xué)方法激發(fā)學(xué)生興趣、提高學(xué)習(xí)效果。我們非常鼓勵(lì)學(xué)生探索中國(guó)的社會(huì)、歷史、哲學(xué)和發(fā)展現(xiàn)狀，不斷加深對(duì)中國(guó)文化的認(rèn)識(shí)和理解。

Discussions on Chinese teaching philosophiesand methods have always existed in the UK. Wemay not be as rigorous as American colleagues inpromoting specific teaching approaches and models，but I and my colleagues are constantly exploring andexperimenting with innovative teaching methodswhich could stimulate student interest and improvelearning effectiveness. Our students are also stronglyencouraged to explore Chinese society， history，philosophy， and current development， continuouslybroadening， and deepening their understanding ofChinese culture.

采訪者：最后還想請(qǐng)教您一個(gè)問題，您覺得目前中文教學(xué)在英國(guó)有哪些挑戰(zhàn)？

Interviewer： Thank you. Here comes to the lastquestion， what challenges do you think Chineseteaching currently faces in the UK？

宣力：相比歐洲其他國(guó)家，也許英國(guó)的中文教育算得上是起步早、發(fā)展快、規(guī)模大的，從小學(xué)、中學(xué)到高等教育，涵蓋所有的學(xué)段。英國(guó)中文教學(xué)的另一個(gè)特點(diǎn)是對(duì)方言或傳承語的包容，比如粵語，這體現(xiàn)了英國(guó)對(duì)語言多樣性的尊重和包容。此外，英國(guó)的中文教育近年的發(fā)展得益于孔子學(xué)院的大力支持，過去十幾年，孔子學(xué)院在推廣中文教育方面發(fā)揮了極其重要的作用。

Xuan Li： Compared to other European countries，Chinese teaching and learning in the UK startedearlier， developed quickly and is larger in scale.Chinese is offered at all educational stages fromprimary to higher education. Another characteristicof Chinese education in the UK is the inclusion ofdialects or heritage languages， especially Cantonese，which reflects the UKs respect and inclusivitytowards language diversity. It is worth mentioningthat the recent development of Chinese education inthe UK has benefited significantly from the strongsupport of Confucius Institutes.

當(dāng)然，挑戰(zhàn)和困難也并存，比如從小學(xué)、中學(xué)到大學(xué)各個(gè)階段中文教學(xué)（大綱和內(nèi)容）的銜接問題。從GCSE到A-Level的難度陡增導(dǎo)致大部分學(xué)生在完成GCSE后的兩年內(nèi)難以適應(yīng)A-Level的中文學(xué)習(xí)，這勢(shì)必會(huì)影響學(xué)生中文學(xué)習(xí)的信心。與此同時(shí)，如果學(xué)生在中文高考中無法取得理想的成績(jī)從而影響升學(xué)，學(xué)?？赡軙?huì)考慮開設(shè)其他的課程。到了大學(xué)階段，校方必須考慮是否有足夠的師資同時(shí)招收零起點(diǎn)的學(xué)生和已經(jīng)參加過中文中考或者高考的學(xué)生，不是每一所大學(xué)都有能力根據(jù)學(xué)生的不同水平安排教學(xué)。中學(xué)階段的中文學(xué)習(xí)不能夠順利銜接到大學(xué)的中文學(xué)習(xí)，這在某種程度上是一種資源浪費(fèi)。

Challenges and difficulties remain. For example，there are issues with the articulation of Chineseteaching （syllabus and content） at various stagesfrom primary to secondary schools to universities.The steep increase in difficulty from GCSE toA-Level results in many students struggling to adaptto Chinese learning at A-Level within two years，after completing GCSE. This inevitably affects the

confidence of both teachers and students in learningChinese. If students fail to achieve satisfactory resultsin the A-Level Chinese exam which affects theiruniversity application， then schools will consideroffering courses other than Chinese. At universitylevel， we must consider whether we have sufficientstaffing and skills to look after students in the samecohort both with and without prior knowledge ofChinese. Not all universities have the capability toseparate the students and organize different streamsof teaching. To some extent， it would be a wasteof resources if there is no smooth transition fromChinese learning in secondary schools to Chineselearning in universities.

此外，還有其他的問題，比如MEP項(xiàng)目對(duì)政府資金的依賴、學(xué)校對(duì)孔子學(xué)院教材和師資的依賴等，一旦相關(guān)支持減少，中文教育就可能會(huì)遇到更多的困難。在大學(xué)階段，獎(jiǎng)學(xué)金制度是一個(gè)很好的激勵(lì)機(jī)制，也提高了HSK考試的認(rèn)可度。但如何更好地發(fā)揮獎(jiǎng)學(xué)金的作用，如何選出那些真正努力并展示出卓越能力的學(xué)生予以獎(jiǎng)勵(lì)，還有待進(jìn)一步商討。對(duì)于學(xué)生來說，只有經(jīng)過努力和付出得來的東西，他們才會(huì)珍惜。

There are other issues， for example， the highlysuccessful MEP project depends on governmentfunding and many schools reliance on the ConfuciusInstitute providing teaching materials and teachingstaff. If the relevant support is reduced， Chineseeducation may encounter more difficulties. At theuniversity level， the Confucius scholarship is anexcellent incentive mechanism to students， and itenhances the recognition of the HSK exam in the UK.However， how to better utilize scholarships？ How toselect top students who have truly worked hard anddemonstrated outstanding abilities？ Is it necessary toconsider raising the threshold for scholarships andmake them more competitive？ If scholarships aredifficult to attain， students will place a higher valueupon them.

最后，英國(guó)的中文教育發(fā)展更需要英國(guó)相關(guān)部門的重視和投資。以中文專業(yè)為例，當(dāng)前英國(guó)大學(xué)中文系發(fā)展面臨的挑戰(zhàn)：一是師資配置不足，難以覆蓋漢學(xué)和中國(guó)學(xué)研究的主要方面；二是語言教學(xué)時(shí)數(shù)壓縮，影響語言水平的提高。語言是一種技能，要達(dá)到融會(huì)貫通，需要操練和打磨，“又要馬兒跑，又要馬兒不吃草”是不可能的，電子時(shí)代，更需要投資培養(yǎng)高級(jí)的語言人才。長(zhǎng)期來看，這兩個(gè)問題不解決，一定會(huì)影響中文學(xué)科的健康全面發(fā)展，影響中國(guó)研究的廣度與深度。此外，中英大學(xué)間的學(xué)術(shù)交流，對(duì)國(guó)際合作辦學(xué)的探索，無疑有利于推進(jìn)中文教育和中國(guó)研究，但這需要合作各方之間同時(shí)抱有信任和開放的態(tài)度。

Last but not the least， the further developmentof Chinese teaching and learning in the UK requiresmore attention and investment from all relevantthresholds. Taking Chinese majors as an example，the current challenges facing Chinese departmentsat UK universities are twofold： insufficient staffingand compressed language teaching hours， whichfor sure affect language proficiency development.Language is a skill that requires practice andrefinement to achieve mastery. “You cant expect thehorse to run while also keeping it from eating grass.”In the electronic age with the speedy developmentof AI and other technologies， there is an evengreater need to invest in cultivating advancedlanguage professionals. In the long term， if thesetwo issues are not addressed， they will undoubtedlyimpact the healthy and comprehensive developmentof Chinese studies， affecting the breadth anddepth of research on China. Furthermore，academic exchanges between Chinese and Britishuniversities， and the exploration of internationalcollaborative education， would undoubtedlybenefit the advancement of Chinese teaching andlearning and various research on China. Needlessto say， this requires all parties involved to maintaina stance of trust and openness.