埃及中文教育的本土化與系統(tǒng)化現(xiàn)狀

譯/丁鵬

早在19世紀(jì)30年代，愛資哈爾大學(xué)的中國留學(xué)生便開設(shè)了“中國語課程”，中文教育由此在埃及悄然萌芽。1958年，艾因·夏姆斯大學(xué)率先開設(shè)中文系，成為埃及第一所開設(shè)中文專業(yè)的高等學(xué)府。如今，埃及已有30所大學(xué)設(shè)立了中文系，其中開羅大學(xué)、艾因·夏姆斯大學(xué)和蘇伊士運(yùn)河大學(xué)更是建立了完整的本碩博中文教育培養(yǎng)體系，為中文教育的深度發(fā)展奠定了堅(jiān)實(shí)的基礎(chǔ)。此外，埃及還設(shè)立了3所孔子學(xué)院和2所孔子課堂，進(jìn)一步拓展了中文教育的平臺(tái)與資源。值得一提的是，截至目前，已有21所開設(shè)了中文課程，將中文教育延伸至基礎(chǔ)教育階段。由此可見，埃及的中文教育呈現(xiàn)出多層次、多元化的格局，已邁入蓬勃發(fā)展的新時(shí)代。

Since the 1930s，Al-AzharUniversity introduced “Chinese Medium Instruction Courses”offered by Chinese students，and Chinese education began to take rootin Egypt.In 1958，Ain Shams University pioneered the establishmentof the Department of Chinese Language，becoming the first higher education institution to offer a Chinese major.Today， over30 universities in Egypt have Chinese Studies Departments，with Cairo University，Ain Shams University，and Suez Canal University even establishing bachelor's，master's，and doctoral degree programmes inChineseeducation.Theseinitiativeshavelaidasolid foundation for the in-depth development of Chinese education.Inaddition，Egypt hasalso established three Confucius Institutes and two Confucius Classrooms. Notably，as of now，21 pilot middle schools under the Ministry of Education have introducedMandarin classes，expanding Chinese education into elementary schooling.This demonstrates that Chinese education inEgypthasevolvedintoamulti-tieredanddiverse system，markingthe beginningofaflourishingnew era.

在縱深發(fā)展的進(jìn)程中，埃及中文教育本土化與系統(tǒng)化的特點(diǎn)愈發(fā)顯著。這不僅彰顯了中文教育與埃及文化習(xí)俗、教育體系及教育環(huán)境的深度融合，更凸顯了中文教育在海外發(fā)展的創(chuàng)新與智慧。本文將深入探討埃及中文教育本土化與系統(tǒng)化的具體表現(xiàn)，并嘗試探尋契合埃及國情的中文教育發(fā)展新路徑，以期為海外中文教育的本土化與系統(tǒng)化發(fā)展提供有益的借鑒與啟示。

In the process of Egypt's educational expanding and deepening development，its characteristics of localization and systematization are becoming increasingly pronounced.This not only highlights the integration of Chinese language education with local culture，customs，the education system，and the broader learning environment，but also underscores theingenuity and innovation in the development of Chinese language education overseas.This articleexaminestheconcretemanifestationsof thelocalization and systematization of Chinese language education in Egypt and explores potential pathwaysforitsfurtheradvancement.Indoingso，it aims to provide insights and lessons for the broader localization and systematization of Chinese language educationworldwide.

一、埃及中文教育的本土化實(shí)踐

1.TheLocalization Practice of Egypt's Chinese Language Education

在埃及中文教育的本土化實(shí)踐中，我們深刻認(rèn)識(shí)到，“符合埃及國情”不僅是理論依據(jù)，更是推動(dòng)埃及中文教育發(fā)展的行動(dòng)指南。這一理念貫穿于埃及中文教育的全過程，從教師培訓(xùn)到教學(xué)實(shí)施，從課程設(shè)計(jì)到教材編寫，每一個(gè)環(huán)節(jié)都緊密圍繞埃及的教育環(huán)境、文化背景和學(xué)生需求展開。正是這種對(duì)本土需求的精準(zhǔn)把握，使得埃及中文教育能夠在當(dāng)?shù)芈涞厣⑴畈l(fā)展。

In the implementation of Chinese language education in Egypt，we deeply recognize that ensuringalignment with national conditions is not only a theoretical foundation but also a guiding principleforadvancingeducational development. This concept permeates the entire process of Chinese language education in Egypt， encompassing teacher training，pedagogical practice，curriculum design， and textbook compilation.Each stage is closely aligned with Egypt's educational environment， cultural background，and students'needs.It is this preciseunderstandingoflocal conditions that has enabled Chinese language education to take root andthrive.

首先，在中文教師的本土化方面，埃及各大高校中文系已成功培養(yǎng)出百余名本土中文教師。開羅大學(xué)就有17位本土中文教師，其中3位在開羅大學(xué)孔子學(xué)院任教。這些本土教師不僅精通中國語言文化，更熟悉埃及的教育環(huán)境，能有效解決本土學(xué)生在中文學(xué)習(xí)中遇到的難題，為中文教育的發(fā)展提供了人才資源保障。

In terms of the localization of Chinese language teachers，the Chinese departments in many Egyptian universities have trained over loo local Chinese language instructors.For instance，Cairo University employsover17localMandarin teachers，threeof whom teach at its Confucius Institute.These local teachers not only possess a strong command of the Chinese language and culture but are also wellacquainted withEgypt's educational environment.They can effectivelyaddresschallenges inlocal students Chinese language learning while also contributing to the development of Chinese language education by providingapool of qualified professionals.

其次，在培養(yǎng)方案的本土化方面，埃及部分高校已經(jīng)建立起本土化本碩博培養(yǎng)體系。以開羅大學(xué)為例，該校將學(xué)生合作完成畢業(yè)設(shè)計(jì)作為畢業(yè)條件之一，鼓勵(lì)學(xué)生在實(shí)踐中提升綜合能力。同時(shí)，該校還與上海外國語大學(xué)合作，推出‘ ^??2⁺2^?? 模式的商務(wù)班，學(xué)生在中國和埃及各學(xué)習(xí)兩年，畢業(yè)時(shí)可獲得雙學(xué)士學(xué)位。此外，該校中文系還邀請(qǐng)埃中教師共同授課，開設(shè)“中文 + 導(dǎo)游”等職業(yè)導(dǎo)向課程。另外，在中學(xué)層面，教育部試點(diǎn)中學(xué)的中文課時(shí)設(shè)置也充分考慮本土化需求，因校制宜，靈活安排。

Regarding the localization of training programs，some Egyptian universities have establishedbachelor's，master's，anddoctoraldegree programs tailored to local needs.For example， Cairo University requires students to complete a collaborative project as a graduation requirement and encourages them to develop well-rounded skills.Additionally，Cairo University has partnered with Shanghai International Studies University to introduce a business program，in which students study for two years in Chinaand two years inEgypt，graduatingwith two degrees.Furthermore， the Chinese Studies Department of Cairo University has invited both Chinese and Egyptian faculty to coteachandhasintroducedcareer-orientedcourses. Meanwhile，at the middle school level， the design of Chinese languageclasses in Egypt's pilot schools has been carefully adapted to local needs，incorporating flexible and context-appropriate teaching methods.

最后，在中文教材的本土化方面，開羅大學(xué)中文系教材編寫團(tuán)隊(duì)編寫了多種更符合埃及大學(xué)生學(xué)習(xí)特點(diǎn)的本碩博教材，如“中文+”系列教材、碩博生阿漢翻譯課教材、漢語修辭學(xué)教材以及對(duì)阿漢語教學(xué)法教材等。此外，埃及漢學(xué)家正在聯(lián)合編寫埃及教育部中文試點(diǎn)中學(xué)的系列教材《你好中文》。這些教材緊密結(jié)合埃及學(xué)生的語境和需求，為中文教育在埃及的落地生根提供了有力的支持。

Regarding the localization of Chinese language teachingmaterials，Cairo University's Chinese LanguageDepartmentMaterialDevelopment Team hascompiled textbooks for bachelor's，master's，and doctoral studies tailored to the learningcharacteristics ofEgyptian universities.Examples include the \"Chinese +ⁿ series，and textbooks for the Chinese-Arabic translation course， Chinese Rhetoric，Pedagogy for Teaching Chineseasa Foreign Language for Arabic Learners.In addition，Egyptian sinologists are jointly compilinga textbook series-Hello Chinese Languagefor the Ministry of Education's Chinese language pilot schools.These textbooks are closely aligned with students'learning needs，take into account the local language environment，and provide effective supportforthesustainabledevelopmentofMandarin education in Egypt.

以上這些舉措不僅豐富了中文教育的內(nèi)容，提高了教學(xué)效果，更使中文教育在埃及教育體系中生根發(fā)芽，成為其不可或缺的重要組成部分。

These measures not only enrich the content of Chinese language education and enhance teaching effectiveness but also enable Chinese language education to take root and become an integral part of Egypt's education system.

二、埃及中文教育體系的系統(tǒng)化發(fā)展

2.The Systematized Development of Egypt's Chinese Language Education

在埃及，中文教育體系經(jīng)歷了從萌芽到成熟，再到全面發(fā)展的系統(tǒng)化進(jìn)程。其系統(tǒng)化發(fā)展主要體現(xiàn)在以下三個(gè)方面。

In Egypt，the Chinese language education system has evolved from its embryonic stage to comprehensive development.Its systematization is reflected in three keyaspects.

（一）中文教育在埃及教育系統(tǒng)中的重要地位。埃及的中文教育起步較早、發(fā)展較為成熟，很多高校開設(shè)了中文專業(yè)課程。此外，埃及教育部還將中文納入中學(xué)教育體系。自2022年以來，埃及中小學(xué)中文教育發(fā)展迅猛，中文教育已成為埃及教育體系中的重要一環(huán)。

（1） The growing importance of Chinese language education in Egypt's national curriculum.Chinese language education in Egypt hasprogressed from itsearlyintroductionto full-fledged development Many universities have launched Chinese language programs，and the Ministry of Education has integrated Chinese into the secondary education curriculum. Since 2022， Chinese language education in primary and secondary schools has expanded rapidly，makingChinesean integral partof Egypt's education system.

（二）中文教育機(jī)構(gòu)的系統(tǒng)化布局。在埃中政府的支持下，中文系、孔子學(xué)院、華校等教育機(jī)構(gòu)形成了優(yōu)勢互補(bǔ)的教育鏈條。這一鏈條不僅面向在讀學(xué)生，也面向在職人員；不僅提供短期班，也提供長期班；不僅開設(shè)綜合課，也開設(shè)語言專項(xiàng)訓(xùn)練課。這種系統(tǒng)化的布局推動(dòng)了中文教育的全面覆蓋。

（2）The structured framework of Chinese language education.With support from the Egyptian government，various educational institutions， includinguniversityChinesedepartments，Confucius Institutes，and Chinese community schools，have establishedacomplementary education network. Thisnetwork serves both students and professionals， offeringa range of short-term and long-term courses that provide both comprehensive and specialized training.This structured frameworkadvances the widespread accessibility of Chinese language education.

（三）全學(xué)段覆蓋的系統(tǒng)化中文教育體系。截至目前，埃及已在小學(xué)、初中、本科、碩士、博士階段開設(shè)了中文課程，并計(jì)劃于2025年啟動(dòng)高中階段的中文課程。這意味著，在未來三年內(nèi)，埃及將形成從小學(xué)到博士階段的中文教育系統(tǒng)化培養(yǎng)體系，為海外中文教育的連貫性和系統(tǒng)化樹立典范。同時(shí)，各學(xué)段中文課程的系統(tǒng)化和教材編寫的連貫性也將成為必然要求。

（3）A comprehensive system covering all educational levels.Egypt now offers Chinese language courses at the primary， junior secondary， undergraduate，master's，and doctorallevels，with plans to introduce Mandarin courses at the senior secondary level.Within the next three years，Egypt is expected to establish a coherent Chinese language training system spanning from primary education to doctoral studies，settinga model for structured overseas Chinese language education. Consequently， the standardization of Chinese language curricula， textbooks，and teachingmaterials acrossall levels has become an essential requirement.

三、埃及中文教育體系系統(tǒng)化進(jìn)程中的關(guān)鍵要素

3.KeyFactorsintheSystematization Process ofChinese Language Education in Egypt

在埃及中文教育體系走向系統(tǒng)化的進(jìn)程中，教師培訓(xùn)、考學(xué)結(jié)合及文化活動(dòng)與教學(xué)相融合是三個(gè)至關(guān)重要的要素。

The systematic development of Chinese language educationin Egypt relieson three key factors： teacher training，the integrationoflearningandassessment， and the incorporation of cultural activities into teaching.

首先，合格的中文教師是中文教育體系系統(tǒng)化的核心。我們一直致力于構(gòu)建教師培訓(xùn)與交流的學(xué)術(shù)聯(lián)合體，定期組織中文教師交流會(huì)。至今，我們已經(jīng)舉辦了15屆埃及本土中文教師研討會(huì)和14屆阿拉伯地區(qū)本土中文教師培訓(xùn)會(huì)。這些活動(dòng)不僅提升了教師的專業(yè)水平，也促進(jìn)了教學(xué)方法的創(chuàng)新與本土化發(fā)展。

First，qualified Chinese language teachers are central toa structuredand effective educationsystem. We are committed to establishing a cohesive academic network for teacher training and communication， regularly organizing teacher exchange meetings. Todate，we haveconducted15seminarsforlocal Chinese language teachersand14 training forums for Arabic-speaking instructors.These initiatives have enhanced professional competencies and fostered innovation and localized development in teaching methodologies.

其次，我們重視“考與學(xué)”的有機(jī)結(jié)合，以考促教，以教帶考，讓學(xué)生在輕松的氛圍中掌握語言技能，比如將HSK考試與教學(xué)內(nèi)容緊密結(jié)合。這種模式既檢驗(yàn)了學(xué)生的中文水平，也提升了他們的學(xué)習(xí)動(dòng)力。

Second，we emphasize the synergy between learning and assessment，advocating the principles of“promoting teaching through assessment’and \"reinforcing assessment through teaching.\"This approach ensures that students acquire language skills in an engaging and supportive environment， exemplifiedby the integrationofHSKtestsinto classroom instruction. This model not only evaluates students’proficiency but also enhances their motivationto learn.

最后，文化活動(dòng)與中文教學(xué)的有機(jī)結(jié)合也是埃及中文教育的一大特色。我們精心設(shè)計(jì)了中文夏令營和“漢語橋”比賽等活動(dòng)，不僅讓學(xué)生親身體驗(yàn)了中國文化的魅力，也激發(fā)了他們學(xué)習(xí)中文的興趣與熱情。

Finally，the fusion of cultural activities with language learningisa defining feature of Chinese language education.Carefully curated programs suchas summer camps and the“Chinese Bridge” competitionallow studentsto experience Chinese culture firsthand，fostering both enthusiasm and deeper engagement in their studies.

這些關(guān)鍵要素的有機(jī)結(jié)合，不僅豐富了中文教育的內(nèi)涵，也推動(dòng)了埃及中文教育體系的系統(tǒng)化發(fā)展，使其成為海外中文教育系統(tǒng)化進(jìn)程中的亮點(diǎn)。

The integration of these three factors not only enriches the cultural dimension of Chinese language education but also advances its systematized development in Egypt，positioning itasabenchmark in overseas Chinese language education.

四、埃及中學(xué)中文課程體系建設(shè)與中文教材編寫的本土化與系統(tǒng)化

4.The Localization and systematization of the Chinese Language Curriculum in Egypt

海外中文教育的本土化與系統(tǒng)化相互促進(jìn)，本土化發(fā)展需要系統(tǒng)化的支持，系統(tǒng)化則需要本土化來推動(dòng)?，F(xiàn)以埃及中學(xué)中文課程體系建設(shè)及本土中文教材《你好中文》為例，探討其本土化與系統(tǒng)化的聯(lián)系。

The localization and systematized development of overseas Chinese language education are interdependent.Localization requires the support of asystematized and effectivecurricular framework， whilea well-structured curriculum facilitates the localization of Chinese language teaching.This study examinestherelationshipbetweenlocalization and systematization through the examples of the construction of the middle school chinese language curriculum system in Egypt and the series textbook Hello Chinese Language.

（一）埃及中學(xué)中文課程體系建設(shè)的本土化與系統(tǒng)化。自2022年9月中文作為第二外語被納入埃及中學(xué)教育體系以來，已有21所試點(diǎn)中學(xué)開設(shè)了七至九年級(jí)的中文選修課。埃及教育部高度重視中學(xué)中文教育體系的建設(shè)，組織埃中兩國專家共同編寫了《埃及中學(xué)漢語作為第二外語課程指導(dǎo)（中學(xué)卷）》 （以下簡稱《指導(dǎo)》）。

（1）The localization and systematization of the construction of the middle school Chinese curriculum system in Egypt. Since September 2022， Chinese has been introduced as a second language in Egypt's middle school curriculum.Currently，21 pilot schools offer Chinese as an elective course.Egypt's Ministry of Education，recognizing the significance of establishing middle school Chinese language education，has organized Chinese and Egyptian scholars to co-develop“The Guidance for Chinese as aSecond Foreign Language Curriculum in Egyptian Secondary Schools （Middle School Volume）\" （hereinafterreferredtoastheGuidance）.

《指導(dǎo)》的制定參考了《埃及語言共同參考框架》和《埃及中學(xué)第二外語教學(xué)總體框架》?！栋＜罢Z言共同參考框架》明確了第二外語在提升青少年生活技能、增強(qiáng)社會(huì)角色自我認(rèn)知及合作能力等方面的作用，進(jìn)而促進(jìn)其學(xué)習(xí)、工作與科研等能力的發(fā)展?！栋＜爸袑W(xué)第二外語教學(xué)總體框架》則指明了外語能力培養(yǎng)的實(shí)現(xiàn)路徑，即通過圖片、對(duì)話、文章等多種形式，提供娛樂活動(dòng)、家庭關(guān)系、職業(yè)規(guī)劃、跨文化交際、心理健康、未來教育、國際局勢等諸多語言話題，從而讓語言教育滲透到各領(lǐng)域。

The Guidance incorporates the“Common Framework of Reference for Languagesin Egypt” （hereinafterreferredtoasthe CommonFramework） and the“General Framework for Teaching Second

Foreign Languages in Egyptian Secondary Schools” （hereinafterreferredtoastheGeneralFramework）. The Common Framework outlines the diverse functions of second languages in enhancing young people's life skills，fostering self-awareness of social roles，and developing their collaborative abilities.It aims to support students’academic， professional，and research competencies.The GeneralFramework，ontheotherhand，defines practical approaches to foreign language acquisition， emphasizing diverse language topics such as entertainment，family relations，career planning， cross-cultural communication，mental health， futureeducation，andinternationalaffairs.These themes are introduced through pictures，dialogues， and texts，integrating language learning into various fields of knowledge.

《指導(dǎo)》強(qiáng)調(diào)以語言技能而非語言知識(shí)為教學(xué)重點(diǎn)，注重培養(yǎng)學(xué)生的全球化視野和批判性思維能力。同時(shí)，課堂活動(dòng)融入了哲學(xué)、心理學(xué)、社會(huì)學(xué)和教育學(xué)等學(xué)科內(nèi)容，體現(xiàn)了本土語言教學(xué)框架的指導(dǎo)作用。

The Guidance prioritizes language skills overrote language knowledge，emphasizing the developmentof students’global outlookand critical thinkingabilities.Furthermore，subject areas such as philosophy，psychology，sociology，and education are incorporated into classroom activities， reinforcing the guiding principles of localized language instruction.

其次，中文教育本土化也體現(xiàn)在對(duì)“在埃中文教育”與“對(duì)阿中文教育”的兼顧上，即既要考慮到埃及中學(xué)中文教育發(fā)展現(xiàn)狀，又要考慮到阿中語言對(duì)比之下的中文教育重點(diǎn)與難點(diǎn)?！吨笇?dǎo)》為中文作為埃及中學(xué)第二外語的課程框架建設(shè)提供了建議，對(duì)“對(duì)阿中文教育中需要關(guān)注的問題”“中文教學(xué)原則”“中文課堂要素”“教學(xué)評(píng)估”及“新形勢下的中文教學(xué)”進(jìn)行了詳細(xì)說明，并從語音、書寫、話題三個(gè)角度出發(fā)，就七至九年級(jí)的中文教學(xué)內(nèi)容給出了具體建議。

Next，the localization of Chinese language educationisreflectedin twokeyareas：“Chinese Language Education in Egypt”and“Chinese Language Education forArabicLearners.Itconsiders both the current development and emerging trends of Chinese language education in Egypt's middle schools，as well as the keychallenges and complexities arising from Arabic-Chinese linguistic differences.

The Guidance also proposes a curriculum framework for teaching Chinese as a second language in Egypt's secondary schools.Itaddressescritical issues such as“Key Issues in Chinese Language Education for Arabic Speakers，”“Principles of Chinese Language Teaching”“Key Elements ofa Chinese Language Classroom”“Evaluation in Language Teaching，” and“Chinese Language Teachingin the New Era.\" Furthermore，it provides specific recommendations on teaching content， focusing on three core areas， namely，Chinese phonetics，characterwriting，and conversational practice—for studentsin Years7to 9.

中文教育的系統(tǒng)化則體現(xiàn)在中學(xué)各年級(jí)中文課程設(shè)置的連貫性上。《指導(dǎo)》規(guī)定了各年級(jí)應(yīng)教授的漢字、詞匯、語法知識(shí)，以及需培養(yǎng)的聽、說、讀、寫、譯技能。在此指導(dǎo)下，本土中文教師可根據(jù)各試點(diǎn)中學(xué)的班級(jí)人數(shù)、周課時(shí)量、教學(xué)材料等設(shè)定教學(xué)目標(biāo)，安排具體的教學(xué)內(nèi)容。除完成規(guī)定的語言知識(shí)教學(xué)外，還可根據(jù)學(xué)生情況靈活組織相關(guān)課堂活動(dòng)，以拓寬學(xué)生的國際視野，培養(yǎng)跨文化交際能力和多向思維能力等?！吨笇?dǎo)》對(duì)各年級(jí)語言知識(shí)教學(xué)的硬性規(guī)定保證了各階段中文教學(xué)的承接性與連貫性，而對(duì)課堂活動(dòng)的彈性要求則鼓勵(lì)了跨學(xué)科結(jié)合的素質(zhì)教育。

The systematization of Chinese language education is reflected in the continuityacrossall levels of the secondary school curriculum.The Guidance stipulate the required instruction in Chinesecharacters，vocabulary，and grammar，aswell as the four core language skills- listening，speaking， reading，and writing- alongside translation.In accordancewiththeGuidance，local Chineseteachers areencouraged to formulate teachingobjectives and structure instructional content based on class size， weeklyteachinghours，and the teachingmaterials adoptedbyvariouspilotmiddleschools.Beyond delivering core linguistic knowledge，teachers may designclassroomactivitiestailoredto students needs，broadening their global perspective，fostering cross-cultural communication skills，and cultivating multidimensional thinking.The Guidance establish compulsory benchmarks for language instruction at each grade level，ensuring consistency and progression across all stages of Chinese language education.At the same time，its flexible approach to classroom activities promotes interdisciplinary learning，fostering holistic intellectual and cultural development.

此外，埃及中學(xué)中文課程體系建設(shè)也是整個(gè)埃及中文課程體系建設(shè)中的重要一環(huán)。如前文所述，埃及教育部計(jì)劃于2025年把中文作為第二外語納入高中教育體系，屆時(shí)埃及將形成從小學(xué)至博士階段完整的中文教育體系，實(shí)現(xiàn)中文教育的由淺入深、循序漸進(jìn)。連貫可持續(xù)發(fā)展是埃及中文教育縱深發(fā)展的必然要求，也是埃及中文教育系統(tǒng)化發(fā)展的必然趨勢。

Inaddition，the development of Chinese language curriculum system in Egyptian middle schools constitutes a significant component of the broader Chinese language education system in Egypt.As previouslymentioned，the Ministryof Education plans to incorporate Chinese as a second foreign language in secondary education.Once implemented，Egypt will establisha comprehensive， vertically integrated Chinese language education system spanning primary to doctoral levels，ensuring aprogressivelearning trajectoryfromfoundational toadvanced stages.The continuousand sustainable advancement of Chinese language education is essential for the in-depthadvancementof Chinese language education in Egypt and represents an inevitable trendinitssystematizeddevelopment.

（二）埃及本土中文系列教材《你好中文》的本土化與系統(tǒng)化。埃及本土中文系列教材《你好中文》共6冊(cè)，是在《指導(dǎo)》的指導(dǎo)下，參考《國際中文教育中文水平等級(jí)標(biāo)準(zhǔn)》與HSK一級(jí)大綱編寫而成，目前正在埃及22所公立試點(diǎn)中學(xué)的七至九年級(jí)使用。

（2） Localization and systematization of Egypt's Chinese language textbook series.Egypt's nationally adopted Chineselanguage textbookseries，Hello Chinese Language，comprises six volumes，designed in accordance with the“Chinese Proficiency Grading Standards for International Chinese Language Education”and HSKLevel One.Currently， this series is used in 22 state-run pilot middle schools，catering tostudentsinYears7to9.

《你好中文》的本土化首先體現(xiàn)在注重對(duì)埃及文化的呈現(xiàn)上。教材中多涉及本土常用詞匯的表達(dá)，比如“開羅”“金字塔”“尼羅河”等。學(xué)生不僅要學(xué)會(huì)用中文表述中國文化，也要學(xué)會(huì)用中文表述埃及文化。其次，教材編寫者根據(jù)埃及學(xué)生的學(xué)習(xí)特點(diǎn)與學(xué)生需求編寫教學(xué)內(nèi)容，并根據(jù)試點(diǎn)中學(xué)師生的反饋進(jìn)行調(diào)整。再次，教材為埃中一線教師與專家合作編寫，編寫時(shí)不僅注意到埃中文化差異，還增加了埃中多元文化元素，增強(qiáng)了埃中文化的交流與碰撞。另外，該教材注重語言對(duì)比分析，幫助學(xué)習(xí)者更好地理解漢語與阿拉伯語在語法、詞匯等方面的差異，以降低學(xué)習(xí)難度。最后，教材遵循埃及教育部對(duì)外語教育的指導(dǎo)，注重以語言教育為依托，培養(yǎng)學(xué)生的全球意識(shí)及辯證思維能力，通過圖片、對(duì)話、練習(xí)等潛移默化地對(duì)學(xué)生進(jìn)行素質(zhì)教育。

The localization of Hello Chinese Language is primarily reflected in its integration of Egyptian cultural elements.The textbooks incorporate frequently used local vocabulary， including referencesto Cairo，thePyramids，and the Nile. Students are expected not only to use Chinese to introduce aspects of Chinese culture but also to describe Egyptian culture.Additionally，the textbooks are designed to align with Egyptian students’learning characteristics and needs.The contentiscompiledbased on these considerations andis continuouslyrefined through feedback from teachers and students in pilot schools.The series isco-authored by frontline educators and experts， who account for cultural differences between Egypt and China while embracing multicultural perspectives to enhance cross-cultural dialogue and exchange.Moreover，the textbooks emphasize linguistic comparative analysis，facilitating a deeper understanding of grammatical and lexical differences between Chinese and Arabic，thereby reducinglearningdifficulties.Theyalso adhere to the Ministry of Education's Guidelines on Foreign Language Education，focusing on language acquisition as a foundation while fostering students' global awareness and critical thinking skills. Through carefully structured images，dialogues， and exercises，students engage in a holistic learning experience.

《你好中文》的系統(tǒng)化則首先體現(xiàn)在教材的銜接上。七至九年級(jí)教材中的語言知識(shí)點(diǎn)螺旋式呈現(xiàn)，由淺入深，循序漸進(jìn)；同時(shí)話題也具有連貫性，各年級(jí)上、下冊(cè)對(duì)應(yīng)單元的話題相關(guān)且內(nèi)容逐步深入。其次，教材體現(xiàn)了立體化編寫模式。教材、教師用書、配套音頻、配套課件等既適用于學(xué)校課堂教學(xué)，同時(shí)也滿足學(xué)生的課外自學(xué)要求。最后，教材秉持了“結(jié)構(gòu)一功能一文化”的編寫理念。在結(jié)構(gòu)方面，每個(gè)年級(jí)分為上、下兩冊(cè)，每冊(cè)包含四個(gè)單元，其中課文板塊、練習(xí)板塊與復(fù)習(xí)板塊有機(jī)結(jié)合；在功能方面，教材注重學(xué)生的口語交際訓(xùn)練，所設(shè)話題均與學(xué)生的實(shí)際生活緊密相關(guān)，并且重視學(xué)生的漢字識(shí)讀與書寫能力；在文化方面，教材在充分尊重當(dāng)?shù)仫L(fēng)俗文化的基礎(chǔ)上，通過圖片或?qū)υ捳故局袊幕瑵撘颇嘏囵B(yǎng)學(xué)生的跨文化交際能力。

The systematized approach of Hello Chinese Language is first reflected in its progressive structure. Thecurriculum followsa spiral development model，with linguistic concepts advancing incrementally from elementary to more complex levels.Additionally，the topics maintain coherence， asthemes introduced in Books1 and2at each level build upon each other，allowing fora gradual deepening of content.Second， the textbooks adopt acomprehensivecompilation framework.The core textbook，teacher's guide，accompanying audio materials，and supplementarylearningresources are designed to support both classroom instruction andindependent study.Finally， thetextbooksare structuredarounda“structure-function-culture\" pedagogical model.Eachlevel consists oftwo books，each containing four units，where textbooks， exercises，and review sections are seamlessly integrated.Functionally， the series emphasizes oral communication skills，character recognition，and writingproficiency，with topicscloselyalignedwith students'daily lives.Culturally， the textbooks respect local customs while introducing Chinese culture through images and dialogues，fostering students' cross-cultural competence.

《你好中文》是埃及首套本土中文系列教材，貼合埃及中學(xué)生的實(shí)際學(xué)習(xí)需求，可以讓學(xué)生在熟悉的文化情境中學(xué)習(xí)中文，理解埃中文化差異。各階段教材緊密銜接，幫助學(xué)生在循序漸進(jìn)系統(tǒng)掌握語音、詞匯、語法知識(shí)的同時(shí)，增強(qiáng)跨文化交流、中文實(shí)際運(yùn)用與自主學(xué)習(xí)的能力。

As the first locally developed Chinese textbook seriesinEgypt，Hello ChineseLanguageistailored to the practical learning needs of Egyptian middle school students，enabling them to study Chinese within a familiar cultural context while gaining a deeper understanding of cultural differences between China and Egypt.The series ensures coherence across various levels，guiding students in aprogressive masteryof phonetics，vocabulary， and grammar，while strengthening their cross-cultural communication skills， language proficiency，and independent learningabilities.

五、埃及中文教育的發(fā)展困境與未來展望

5.Challenges and Future Prospects of Chinese Language Education in Egypt

埃及中文教育雖然起步較早、發(fā)展較為成熟，但在未來進(jìn)一步的縱深發(fā)展中仍面臨諸多挑戰(zhàn)。首先是埃及中文教師數(shù)量不足，尤其是本土中文教師嚴(yán)重短缺。據(jù)不完全統(tǒng)計(jì)，埃及學(xué)中文的人數(shù)有上萬人，中文教學(xué)機(jī)構(gòu)有六七十所，這就要求有充足的師資力量。然而，由于缺乏對(duì)阿中文師范教育方向的人才培養(yǎng)和良好的就業(yè)環(huán)境，中文教師的數(shù)量難以滿足持續(xù)增長的需求。

Although Chinese language education in Egypt beganearlyandhasreachedarelativelyadvanced stage，it continues to face significant challenges in its sustained expansion and development.First， there is a severe shortage of qualified Chinese language teachers，particularly locally trained instructors. Accordingto preliminary estimates，thenumber of Chinese language learners in Egypt has surpassed 10，000，with approximately 60 to 70 Chinese language institutions，creatinga high demand for educators.However，due to limited training programs for qualified personnel specializing in ArabicChinese teachereducationandalackof favourable employment opportunities，the current number of instructors remains insufficient to meet the growing demand.

其次，繼續(xù)編寫本土化教材迫在眉睫。盡管埃及已成功推出本土化系列教材《你好中文》，但還遠(yuǎn)遠(yuǎn)不夠。埃及從小學(xué)至博士階段的中文教育都需要本土化的中文教材，尤其是碩士和博士階段的教育更需要科學(xué)、專業(yè)的本土化教材，這樣才能更好地培養(yǎng)阿中雙語高端人才。本土化中文教材的編寫是海外中文教育發(fā)展的必然要求，需要埃中雙方的深度合作和大力支持。

Second， the developmentoflocalized textbooks remains a pressing priority.While Egypt has introduced the Hello ChineseLanguage textbook series，these efforts remain inadequate.Localized teachingmaterialsarerequiredacrossall educational levels，from primary school to doctoral studies.In particular，scientificallyrigorousand professionally developed textbooks are essential at the postgraduate level to cultivate high-calibre bilingual professionals. Theadvancementoflocalized textbooks necessitates deep collaboration and sustained support from both Egyptand China.

最后，小學(xué)至博士階段的中文教育體系仍需要深入研究和完善。從國家層面來說，將中文教育納入埃及各階段國民教育體系是實(shí)現(xiàn)系統(tǒng)發(fā)展的前提條件；從學(xué)科建設(shè)角度而言，各階段中文教育體系化建設(shè)是基礎(chǔ)保障，而最終目標(biāo)是實(shí)現(xiàn)各階段中文教育的無縫銜接與連貫發(fā)展，埃及的中文教育正朝著這一目標(biāo)穩(wěn)步邁進(jìn)。

Finally， the systematized development of Chinese language education acrossall academic levels requires furtherresearchand refinement.At thenational level， integrating Chinese language education into Egypt's formal educational frameworkis a prerequisite for itssustainable development.From the perspectiveof disciplinaryand curricularadvancement，astructured and well-integrated Chinese language education system is essential to ensure seamless continuity and progressive learning outcomes.Egypt's Chinese language education sector ismaking steady progress toward this goal.

展望未來，埃及本土中文教師隊(duì)伍的不斷壯大、本土中文教材的持續(xù)優(yōu)化以及中文教育體系的進(jìn)一步完善，將共同勾勒出一幅更加輝煌的埃及中文教育發(fā)展藍(lán)圖。隨著本土中文教師培養(yǎng)體系的日益完善，我們期待有更多具備國際視野、深譜埃中文化精髓的優(yōu)秀教師為埃及中文教育注入新的活力。與此同時(shí)，中文教材的研發(fā)與更新也將邁向新的階段。未來的教材將更加貼近埃及學(xué)生的實(shí)際需求，結(jié)合時(shí)代特點(diǎn)，融入更多元化的文化元素，讓學(xué)習(xí)過程更加生動(dòng)有趣、更具吸引力。這不僅有助于提升學(xué)生的學(xué)習(xí)興趣，也將進(jìn)一步增強(qiáng)中文教育的實(shí)效性。此外，埃及中文教育體系的系統(tǒng)化發(fā)展將有力推動(dòng)從小學(xué)至博士階段的有序銜接，構(gòu)建起一個(gè)連貫、高效的教育鏈條。埃及中文教育的未來，不僅在于培養(yǎng)學(xué)生的中文能力，更在于搭建起一座埃中文化交流的堅(jiān)實(shí)橋梁。這也將使埃及中文教育在全球中文教育領(lǐng)域扮演更加重要的角色。

Looking ahead， the local Chinese language teaching workforce is expanding，the quality of localized textbooks is improving，and the curriculum is undergoing continuous refinement. These developments collectively shape the blueprint for the future of Chinese language education in Egypt.As the training system for local teachers becomes increasingly refined，we anticipate the emergence of more outstanding educators who possess a global perspective and a deep understanding of Chinese culture.These teachers will bring new vitality to Chinese language education in Egypt.Future textbooks will be tailored to students'practical needs，aligned with contemporary linguistic and pedagogical trends， and enriched with multicultural perspectives to make learning more engaging and accessible. This approach will not only stimulate students'interest butalso enhancethe overall effectivenessofChinese language instruction.Moreover， the systematic development of Chinese language education in Egypt will facilitate a seamless and structured learning progression，forminga coherent and highly efficient educational network.Beyond language proficiency， future Chinese language education in Egypt will serve as a vital bridge for Egypt-China cultural exchange，strengthening Egypt's global role in the field of Chinese language education.

總之，埃及中文教育的本土化與系統(tǒng)化進(jìn)程，不僅為阿拉伯國家乃至全球中文教育提供了極具價(jià)值的經(jīng)驗(yàn)與范例，更彰顯了中文教育在海外發(fā)展的廣闊前景與無限潛力。我們堅(jiān)信，在埃中雙方的通力合作與共同努力下，隨著教師培訓(xùn)、教材編寫、課程設(shè)置等環(huán)節(jié)的不斷優(yōu)化與完善，埃及中文教育必將迎來更加輝煌的明天，不僅將為埃中文化交流與合作增添新的生機(jī)，也將為構(gòu)建人類命運(yùn)共同體的偉大事業(yè)貢獻(xiàn)自己的力量。

In all，the localization and systematization of Egypt's Chinese language education not only offers valuable experience and examples for Arabic countriesaswellasin theworld，and it also demonstrates the vast prospects and limitless potential of Chinese language education abroad.We firmlybelieve that through the concerted efforts and close cooperation ofboth Egypt and China，with the continuous enhancement and refinement of all aspectssuch as teacher training，teachingmaterials designment and development，and curricula， Egypt's Chinese language education will welcome an even morebrighter future，notonlywill this bringnew vitality to Egypt-China cultural exchangeand cooperation，butit will also contribute to the great endeavorof buildinga community with ashared future for mankind.