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Cool Expressions 38 喝西北风见世面开绿灯 Trend and Events 4 Training and Professional Development for Teachers of Chinese – A Priority in an Encouraging and Challenging Time for Chinese Learning a

Learning and Teaching

Cool Expressions 38

喝西北风见世面开绿灯

Trend and Events 4

Training and Professional Development

for Teachers of Chinese – A Priority in an

Encouraging and Challenging Time for Chinese

Learning and Teaching

We are very happy to present to our readers the fourth issue of this journal Again this issue is published around the same time as the Fourth China Day Event organised by the London Confucius Institute (LCI) and SOAS Language Centre, and the Fourth Exhibition of Chinese Teaching Materials (both events are on Saturday 3 October 2009), in collaboration with Cypress Books (UK) Ltd

Chinese language learning and teaching has taken a big step forward over the last four years, and this is evident not only from the numbers of students and institutions learning and teaching Chinese, but also by the quality and sources of contributions to this very journal over the same period of time You will find in this journal a number of articles from teaching professionals outside of the school sector reflecting on issues that concern Chinese language learning and teaching across all areas (such

as the teaching of Chinese characters and pinyin), as well as by experienced teachers from British schools It is hoped that these contributions will lead to more constructive discussions and debates on the issues touched upon amongst practitioners in the field as a key goal of this journal is to facilitate the exchange of views and experiences amongst colleagues Moreover, the compositions by two A2 students from non-Chinese backgrounds are simply amazing, and demonstrate that Chinese is both learnable and teachable, and not as unattainable as some fear We solute all teachers working very hard

to help their students learn Chinese, and fulfilling their high expectations in acquiring the language and achieving excellent results

We hope that our readers, both students and teachers, will enjoy this issue and find the information

on various resources useful We also hope that our readers will continue to make contributions to this journal as it is both a platform for students to share their learning experiences, and a forum for teachers

to share their experiences and teaching practices

Dr George X Zhang

Training and Professional Development for Teachers of Chinese

– A priority in an Encouraging and Challenging Time for Chinese Learning and Teaching

By Dr George X ZhangLondon Confucius Institute/SOAS Language Centre

There has been encouraging development for the learning and teaching of Chinese in the last few years

in British schools and universities However, this rapid growth also poses some urgent challenges and issues that need to be addressed immediately, before long term sustainable development in the learning and teaching of Chinese can be achieved The training and professional development of teachers of Chinese is a top priority Some efforts are currently under way and it is anticipated that they will help

to maintain the current momentum in promoting the learning and teaching of Chinese in the UK

In the school sector, the number of schools offering Chinese language, either as part of the curriculum

or as an after class extra-curricular activities, and subsequently the number of students learning Chinese have both been steadily increasing since 2008 As a response to this, SSAT Confucius Institute has increased its school based Confucius Classrooms from five to twelve SSAT Confucius Classroom

is a cluster of schools, geographically spread out over the country, responsible for helping schools in their regions with their efforts in developing programmes for learning and teaching Chinese SSAT has also appointed a national coordinator for Chinese in order to meet the growing demand for Chinese in schools The Area Links programmes, promoted by the British Council and HSBC Global Education Truest, between Chinese and British local education authorities also continue to expand, and the number of Chinese teaching assistants brought over from China to teach Chinese in British schools stands at nearly one hundred this year The increase is also evident from the fact that there is a growing demand for teachers of Chinese Over a period of some three months since Spring term, there were constant requests made to the London Confucius Institute, and on the SSAT Chinese network from various schools looking for part time teachers of Chinese, many from schools outside the London area

In addition, there have been some government backed pilot projects that aim to promote the teaching

of Chinese in schools At a recent SSAT Chinese network conference held over two days in July 2009, there were more than two hundred participants for each day’s activities While there is no accurate figure for the number of schools offering Chinese, it is not unreasonable to estimate that some fifteen

to twenty percent of secondary schools are currently offering some courses in Chinese as compared to about ten percent in 2007

In the HE sector, the growth can be seen from the increase in the number of students taking Chinese

in universities The growth is most impressive in the number of new university joint degrees offered

or launched with Chinese as part of the degree in 2008/2009, particularly in those less “traditional” universities University language centres have also played an important role in accommodating the requests of the students as well as promoting the learning of Chinese in universities A recent university language centre survey has shown that Chinese courses are one of most rapidly growing

or sought after language courses that university language centres offer Less formal language courses

in Chinese are also offered by the growing number of university based Confucius Institutes, with universities such as Liverpool and Central Lancashire recently joining the ranks of institutions incorporating this type of program In London alone, there are four Confucius Institutes, the highest concentration in the world

These rapid developments do present, however, a range of issues and problems, and the learning and teaching of Chinese is faced with many challenges if it wants to achieve long term sustainable growth Few of these issues and problems are new, such as lack of suitable teaching and support materials, absence of workable standards and realistic syllabi, lack of appropriate understanding of the process of learning Chinese due to lack of research; lack of understanding of the issues related to the learning and teaching of Chinese from professionals and teachers of other modern foreign languages, and above all, lack of trained, qualified and experienced teachers in teaching Chinese as a foreign language An uncommon consequence of these problems is a tailing-off in the number of students learning Chinese, over a short period of time, particularly in some schools Though this “loss” of students may seem

to be temporary, it could potentially be permanent as the unpleasant experience may mean that these young students may not take up Chinese ever again in their future years These issues need to be addressed urgently before Chinese can firmly establish itself as a modern foreign language subject and achieve real long term sustainable growth

It is becoming increasingly apparent that the training of teachers and the fundamental professional development programmes for teachers of Chinese teaching in schools are now the key issues that require immediate attention and action to address Of all the issues and problems mentioned above, teachers are the single most important factor that have an impact on other factors This impact can be positive and remedial on other factors, if teachers are properly trained or qualified The importance of teachers in the teaching of a language can hardly be overstated

It is obvious that there is a huge gap to fill with regard to the qualifications, experience and training background of many teachers of Chinese in schools – a overwhelming majority of teachers of Chinese are Chinese native speakers who have little formal training in teaching Chinese as a foreign language; teachers with QTS are a small minority amongst teachers of Chinese in schools, only about half of the practising teachers have had some formal training in language learning and teaching Generally speaking, not many practising teachers have had systematic training in teaching Chinese as a foreign language

There has been some effort to address the issue of the lack of trained and qualified teachers of Chinese in British schools as well as in universities In addition to regular and occasional seminars and workshops for teachers of Chinese organised by various organisations, and training programmes run by private institutions, there is the Certificate in Teaching Chinese as a Foreign Language course (CTCAFL) offered by SOAS Language Centre The course is in its 8th year and still remains the only long term (part-time one year course), and unique teacher training course for teaching Chinese as a foreign language in the UK It is unique because it focuses on the fundamentals in teaching Chinese

as a foreign language that a qualified teacher of Chinese should be aware of when teaching Chinese

in British educational establishments For example, how Chinese is different from English and how these differences impact on the learning and teaching of Chinese with regard to English speakers; how English speakers acquire and learn Chinese from a cognate point of view; and what modifications to the methods used for teaching some European languages need to be made when teaching Chinese as a modern foreign language In other words, a well trained teacher of modern foreign languages should

be highly adaptive and flexible in working with new materials, and their needs of the students, whilst keeping in line with the curriculum requirements and the learning environment For most teachers

of Chinese who have come from a Chinese cultural background, starting off from a student centred approach is already a challenge in itself

Given the current situation of teachers of Chinese, in terms of their background, experiences and training, SSAT and SOAS recognise need for the professional development of teachers of Chinese in schools They have therefore have worked together to come up with a plan to provide tiered in-service professional development programmes for practising teachers of Chinese, primarily based upon the SOAS CTCAFL course, and the rich experience of SSAT in providing guidance and support to its teachers of modern foreign languages in its specialist language schools and colleges The professional development programme aims to equip practising teachers with the above mentioned fundamentals which will help them work more effectively with their students who are learning Chinese With financial support from some institutional donors, it is likely that this professional development programme aimed at helping practising teachers can be fully subsidised when it starts in 200.

The proposed programme consists of three different target groups – ) teachers of Chinese of Chinese origin, with or without QTS, 2) teachers of Chinese whose mother tongue is not Chinese, most with QTS, and 3) qualified teachers of other modern foreign languages who wish to learn Chinese The programmes for groups 2 and 3 may seem to be mostly about learning or brushing up on Chinese, but these teachers may be involved in the programme for group , as they are in fact a valuable resource with their rich knowledge and expertise in language teaching The long term sustainable development

of Chinese language teaching will very much rely on teachers who have had the experience of learning Chinese themselves The main target group of the proposed professional development programme is really for the Chinese native speaker teachers of Chinese, as it will help if they understand and are able

to analyse Chinese in contrast with English, become acquainted with approaches and methodologies

in modern foreign language learning and teaching, and understand how English speaking students learn Chinese The content will be offered in modules over three different stages, in a part-time format consisting of lectures, seminars and workshops It is designed in a way that those who have completed such professional development programmes may accumulate credit should they wish to pursue postgraduate and master degree level teacher training courses in Chinese offered by SOAS Language Centre

The programme will be delivered over a couple of years and will need the cooperation of many other institutions, including both universities and Confucius Institutes Another useful facility would be

a professional body for teachers of Chinese, such as a British Association for Chinese Language Teachers, so that there would be a national platform for Chinese language teaching professionals to coordinate teacher training and research programmes in the UK The London Confucius Institute will work closely with other partners to facilitate the establishment of such an organisation in due course

编者按：

《汉字五千年》在中央电视台播出后，在社会各界引起了强烈反响。作为中国第一部关于汉字历史的人文纪录片，其荡气回肠的表述风格、独具匠心的表现手法、深刻的社会内涵和人

形成的大量史实与事实，阐释汉字发生发展的动因及其与社会民生的互动，并尝试把汉字放到世界文明的大背景下考察，在与世界主要文字和文化的比较中，塑造汉字和中国文化在全球文化坐标体系中的价值和特色。

“我看了《汉字五千年》以后用三个字评价它——了不起。这可以说是第一次用现代化的传媒手段来叙述中华民族的语言符号，也是顺应时代呼唤的产物。”第九届、十届全国人大常

识——中华民族文化的“基因”，几乎都隐藏在一个个汉字对所要反映的事物的摹画、概括和美化之中。如果对这些故事一无所知，就会觉得变化万千的汉字“深不可测”。他强调，我们就是要试图打开这个神秘的宫殿，用通俗生动而又严谨科学的语言和画面让看过的人感受到汉字的灵动和鲜活。

近年来，各国学习汉语、了解中华文化的需求日益旺盛，世界范围内的“汉语热” 方兴未艾。截至今年4月底，全世界已有81个国家建立了260所孔子学院和66所孔子课堂，国外有超

孔子学院对学习汉语、了解中华文化的需求日益热切而急迫，急需生动而鲜活的中华文化普及性多媒体教材。《汉字五千年》的问世恰逢其时。国家汉办主任、本片出品人许琳指出，我们希望这部片子能使中外观众接受一次中华传统文化的洗礼，体验感悟“我们从哪里来，到哪里去”的历史本源及现实内涵。她强调，《汉字五千年》将作为教材在全球各孔子学院播出，让孔子学院的学生通过这一片子对中华语言文化首先有一个感性的、综合的认识。

《汉字五千年》制作班底由曾制作过大型纪录片《大国崛起》和《晋商》的主创人员组成。摄制组历时两年，先后赴海外四大洲12个国家采访拍摄，采访了上百位世界知名学者，试图通过文献资料、考古研究、访谈调研等多种表现形式，探索汉字的起源，展现灿烂悠久、博大精深的中华文化， 开启一扇深入中华本源、触摸中华核心价值之门，从而激起国人对中华文化追根溯源的激情，掀起对中华文化传承与弘扬的热潮。

总策划麦天枢说，为了尽可能客观、中立地表述事实，全片是一个叙述和描述的风格。他指出，汉字历史包罗万象，很多要讲述的内容还是概念性的，要制作成动态的电视节目是非常困难的。于是，创作人员通过采用动漫摹史的方式，力求简明阐释汉字的起源与发展。专门为此片创作的音乐吸收了中国古曲的元素，使得全片焕发着古朴而风雅的气质。

全片包括“人类奇葩、高天长河、霞光万道、内在超越、翰墨情怀，天下至宝、浴火重生、芳华永驻”八集。该片用讲故事的方式，借助32个富有代表性的汉字， 将隐藏在文字背后的人以及历史充分展示出来，生动描绘了一幅中华文明五千年的历史长卷，具有很强的史料性、权威性和鉴赏性。

(伊娃)

1部

《汉字五千年》是我国制作的第1部讲述汉字历史的人文纪录片，第1次用现代化手段把汉字表现得引人入胜。

2年

从立意策划到后期制作，《汉字五千年》的整个拍摄制作历时2年。

12国

《汉字五千年》摄制组先后赴海外四大洲12个国家采访拍摄，包括：英国、法国、德国、意大利、希腊、梵蒂冈、西班牙、瑞典、美国、日本、韩国、埃及。

32字

《汉字五千年》借助天、人、合、一；源、远、流、长；春、夏、秋、冬；身、家、性、命；道、法、自、然；引、经、据、典；殊、途、同、归；礼、义、智、信这32个富有代表性的汉字穿针引线，用讲故事的方式，通过大量的文献资料、考古研究、访谈调研等多种表现形式，生动展示出汉字产生、发展、演变的过程。例如第四集讲耕作、生命、伦理、皇权，讲汉字的成熟，而“春夏秋冬”四个字包罗万象——春，耕作；夏，生命；秋，代表成熟的皇权；冬， 汉字到隶书定型，不再生长。

100位

摄制组采访了国际汉语教学学会会长许嘉璐、法国教育部汉语教学总督学白乐桑、中国文字学会会长黄德宽、语言文字学家周有光、古文字学家张颔、荷兰皇家科学院院士施舟人、瑞典斯德哥尔摩大学汉学家罗多弼、北京大学历史系颜海英教授等100余位中外著名学者。

“学”的规律来设计。在深入了解学生的基础上，从学生的实际出发，根据学生可能产生或提出的问题来设计课堂提问，从学生已经学习和掌握的知识来导入新课，通过温故知新、举一反三来使学生由未知到有知，由已知过渡到新知。

因此，教师备课的同时也必须要“备学生”、“吃透”学生。陶行知先生曾这样说过：“教什么和怎么教，决不是凌空可以规定的，他们都包含‘人’的问题，人不同，则教的东西、教的方法、教的份量、教的次序都跟着不同了。”教师只有树立起了

“以人为本”，以学生的学为本的观念，那么在考虑教学内容、教材教法的时候才可

循着“因人而异，因材施教”，出现“弟子三千，达者七十二”，学生中人才辈出的可喜局面。孔子在两千多年前就提出的教学理念是经过了实践和时间考验的。

备课的内涵覆盖很广：熟悉大纲，钻研教材，了解学生，设计教法，选择教具，开发教学资源等等，且每一环节是具体的。教师需要仔细考虑在课堂上如何从学生已有的知识基础出发，引导学生学习、理解、记忆新知识，如何在新的情境中创造性地运用已掌握的知识、技能，如何设计好讲授要点难点、能开启学生思维的课堂提问、布置适量的课后作业。这些内容通过深入思考，由混

对外汉语教学心得（三）

-备课篇

Wycombe Abbey School 张小明

（复习）一、二、三、四、五、六

（学生跟写新字）七q ~、八b `、九j i ^、十s h !

大大小小 the big and the small/the whole family

不b % d 3 b % x i 2 o大不小 not too large, not too small

The house is big

The house is small

The House isn’t very small

The House is neither big nor small

 Where is Dalong’s home?

2 What is his father’s name?

3 Where does his mother come from?

4 How many large rooms are there in his house?

5 What size is the kitchen?

（translate the English answers to Chinese） 1Q 这是英国房子吗?

1A Yes, these are British houses

房子、房间、厨房、大、个、七、八、九、十2）Power Points’8 & 9 的问题做在练习上。3）用新学的句式造句，每个句式至少造两个句子。

place+adj.+吗？

place+很/不+adj

somebody+家+有+number+个+房间/人4）准备下节课的口语：谈谈你家的房子和房间。

对话并做相关的听力题。

后记：（2009年11月18日）

1.学生对具有地方特色的四合院、石库门很感兴趣。对上海出现泰晤士小镇觉得好奇，但颇不以为然。她们认为在中国建造具有地方特色的民宅更有价值。

2 学 生 今 天 学 习 量 词 “ 个 ” ， 告 诉 她 们

“个”常用于处所（两个房间）、水果（两个李子）或者人（两个人）。Beatrice 问中文有多少个量词，听说出现频率高的大约就有近30个, 大家都惊叫起来；又告诉她们在日常生活中，其使用的频率占了所有量词的

3 让学生记住如果要说subject + to be + adjective 这样的句式，千万不要逐词按照英文来翻译，要记住这是中文，中国人用这样的句子结构，“to be” 不翻译成“是”。你可以不翻译 “to be” ，但是绝大多数情况下，中国人习惯把 “to be” 翻译成“很”来取代

“是”。指导学生把句式和讲解做课堂笔记。

4 在意料之中，讲解“厨”字的结构和组成，学生听得津津有味，一致表示中国字有意思极了：最外边的“厂”，表示房子，下面的“豆”是古代盛食物的器皿，外形像

“豆”。“寸”代表手。这个字的意思就是一个人在屋子里动手准备食物，这个房间就是厨房。

关于对外汉语教材“词语例释”应注意的问题（续） 对外汉语教材“词语例释”应注意的问题（续） （续）

苏英霞北京语言大学 汉语速成学院

（3）你不是看过这个电影了吗？给我们介 绍一下吧！

—《说汉语》第34课

在教学中我们发现，不少留学生对表示强调的词语或句子不予深究，其原因在于存在一个认识上的误区，即“表示强调”的词是可有可无的，“表示强调”的句子与非强调句只是语气强弱的差异。而造成这种认识上的误区的原因与我们的教材和教学中对“表示强调”的词语或句子的说明过于笼统不无关系。以上文所列举的 “不是……吗”句为例，“你不是去过上海了吗？”“你不是看过这个电影了吗？”强调

个电影”，从信息性质上看，以“不是……吗”句强调的信息应是说话人和受话人已知

已知信息并非说话人的最终目的，而是为后续句中所提的问题“怎么还去上海旅游？”和所提的请求“给我们介绍一下吧！”做个铺垫。在这两个句子中，主题语义并非是以

“不是……吗”句强调的信息本身，而是后续句中借助该信息所要表达的疑问“怎么还去上海旅游”或请求“给我们介绍一下吧”。有时候，主题语义是隐含于“不是……吗”句之中的。

⑴ 这里的形势和居庸关八达岭比起来并不 算十分险要。

⑵ 除了秦国之外，楚国和齐国算是比较强 大的国家了。

—（《实用汉语课本》第24课）

上面三部教材对“算”的释义基本一致，即表“认作、当作”义。至于“算”的语法功能，除《汉语教程》中提到“算”后面可加名词、动词、形容词外，另两部教材均未提及。

从例句中所展示的“算”的语法特征来看，上述三部教材中的例句对“算”所带宾语性质的展示都不够全面。 我们认为，对外汉语教材中的例句应该有两个作用，一是以“例”示“解”，这一点，大部分教材可以说已经做到了。二是对学生遣词造句起示范作用，要做到这一点，所举例句应尽可能多地体现词语在句子中的语法功能，使学生对词语的用法有更全面的了解，并能在此基础上模仿造句。目前教材中的例句在这方面还有所欠缺。具体到上面提到的动词

“算”，“算”的宾语从语法性质看主要有三种：

“算”+ 名宾：今天算好天气。

句子的表达功能也属于语用范畴，如叙述、解释、提问、请求、惊叹等等。某个词语适宜用在具有哪种交际用途的句子中也是留学生需要掌握的内容。以连词“再说”为例，在教学中我们发现，不少学生把“再说”与另一个连词“而且”划等号，在能够“连接两个分句，把意思推进一层”这一点来看，这两个词确有共同之处，但“再说”句通常不是用来叙事，而是用来说明原因或理由的，“而且”一句则既可用来说明原因或理由，也可用来叙事。如导游向客人介绍某个旅游景点时，可以说“那儿有山有水，而且交通也很方便”，不说“那儿有山有水，再说交通也很方便”。使用“再说”时，在叙述体中，完整的语段应包括由“再说”连接的表示原因的小句和表示结论的小句两大部分，即

……A（原因）……，再说，……B（原因）

……，……C（结论）……

如：“那儿有山有水，再说交通也很方便，所以游人很多”。

一般来说，如上文中没有出现需要做出解释或说明的问题，说话人在只说出“那儿有山有水，再说交通也很方便”之后即终止言语行为，受话人会认为说话人尚未把话说完。但在对话体中，如果是对谈话对象所提出的问题作出解释或说明，C部分可以承前省略。如：

A：那儿的游人为什么那么多？

B：那儿有山有水，再说交通也很方便。

（1）他们都嫌那孩子，不愿意跟他玩儿。

（2）A：你怎么不跟他们一起去爬山？ B：我嫌（爬山）太累。 （带形宾）

（3）我嫌起得太早，所以没选8点开始的课。 （带动宾）

[2]《现代汉语词典》，商务印书馆，2001[3]《应用汉语词典》，商务印书馆，2000[4] 卢福波编著《对外汉语常用词语对比例释》 北京语言文化大学出版社，2000

一、汉字教学的基本原则 我们都知道学习数学要从加法学起，如果改变了“＋－×÷”的学习顺序，虽然也可以学会，但要难很多。学习英文如果不从字母开始，而直接教 “this” 是这，“that” 是

律，也可以学会，但要难很多。学习汉字也一样：先学什么、后学什么很重要。虽然

“条条大道通罗马”，但我们所要追求的是教学的效率：既有扎实的基础，又减轻学习负担。数学教学要符合数学的规律，汉语教学要符合汉语的规律，汉字教学当然也要符合汉字的规律。那么，要符合哪些规律呢？一) 汉字教学必须符合汉字的结构规律。 汉字的结构规律是汉字的内在规律，即汉字构成的规律。汉字不是一盘散沙，而具有严密的系统性。它以三百来个象形字（我把它称为汉字的字母）为核心，通过表音和表义两个系统组成了一个庞大而又复杂的网络，构成了数以万计的汉字。

按照汉字的结构规律来进行教学，可以使汉字教学系统化、程序化、规律化、规范化，而不是孤立的、零散的、不相干的；可以充分运用已有的经验去掌握新的知识，即每走一步都为下一步奠定基础，每学一个字都为学习下一个字创造了条件，包括认读和书写。

二) 汉字教学必须符合汉字被使用的规律。

简论汉字教学

达世平上海师范大学

以常规教学为主，继续扩大生字量，并达到掌握3000以上常用字和流畅阅读的水平。

二）字源讲解 第一阶梯是独体字的教学，独体字中又是以象形字为主，而象形字是非常容易通过分析字形来解释汉字的来龙去脉的。有了第一阶梯的教学基础，第二阶梯分析合体字的构成原理也就水到渠成了。这种字源教学法将有助于学生对汉字基础的掌握和巩固，并有利于今后的学习。教学不只是教知识，更重要的是教学习知识的方法。

比如“明白”这个词，为什么会有这个意思？为什么用这两个字？大多数是知其然而不知其所以然，所以，也是只教其然而不教其所以然。又如“小”、“身”的钩笔朝左，“衣”“长”则向右钩，这是为什么？有没有规律？等等。

三）轻松学习 象形字本身就像一幅幅图画，运用图画的方式进行汉字教学，不仅加强了形象性记忆功能、减少了抽象记忆抄写的次数，也增

（欧美学员）

实验班阅读课程

（华裔学员）第一学年 第一学期 500字，每周8课时字，每周8课时 100字，每周2课时字，每周2课时 500字，每周8课时字，每周8课时

第二学期 500字，每周8课时字，每周8课时 250字，每周4课时字，每周4课时 700字，每周8课时字，每周8课时第二学年 第三学期 500字，每周8课时字，每周8课时 750字，每周8课时字，每周8课时 800字，每周8课时字，每周8课时

第四学期 500字，每周8课时字，每周8课时 950字，每周8课时字，每周8课时 1000字,每周8课时字,每周8课时第三学年 第五学期 500字，每周8课时字，每周8课时 950字，每周8课时字，每周8课时

第六学期 500字，每周8课时字，每周8课时

可见，汉语拼音教学和汉语发音教学其实是两回事。所以，就像不学习汉字也可以学习汉语口语一样，不学习汉语拼音，我们也可以学习汉语口语；只有不学习汉语发音，才没法学习汉语口语。我们可以用其他不规范的方式来记录汉语发音（有很多学生就是这么做的），也可以采用磁带、光盘等其他媒质来记录汉语发音。不过，我们是充分认识并且强调汉语拼音对于汉语学习的积极作用的，是坚决主张进行并且要加强汉语拼音教学的，我们只是认为，在对外汉语教学的最开始，发音和拼音同步教学并不是最佳的选择。

这样说的理由有以下四条，前两条涉及理论或教学内容，后两条涉及教学过程或实践。 第一，拼音教学主导了发音教学，降低了发音教学内容的针对性。虽然事实上是发音和拼音同步教学，但在很多教材编写者和任课老师的头脑中，对外汉语教学的最开始阶段就是拼音教学阶段，发音教学在很大程度上从属于拼音教学，结果是降低了这一阶段发音教学的针对性，因而其成效也打了大折扣。拼音教学，大抵是从单个的声母、韵母、声调开始，再到音节，再到词句。比

什么时候开始教汉语拼音？

陶 炼爱丁堡大学苏格兰孔子学院 复旦大学国际文化交流学院