中国中高等教育阶段汉字教学研究 = A Study of Chinese Character Teaching in Secondary and Higher Education in China

다국어 초록 (Multilingual Abstract)

汉字作为中华優秀传统文化的核心载體, 在中国 《教育强国建设规劃纲要 (2024―2035年)》等政策中被明确列为教育强国建设的关键支撑。當前中国汉字教学研究存在显著学段失衡问题, 小学阶段研究较为集中, 中高等教育阶段研究呈边缘化态势。本文以文字学、语言认知與课程教学论为理论基础, 系统探析中学 (初中、高中) 與大学阶段汉字教学的目标定位、实践困境及優化路径：初中阶段聚焦规范性、审美性與实用性培养, 构建分层教学與情境应用相结合的教学模式；高中阶段汉字教学需从显性训练转向與核心素养深度融入, 通过随文识字、字理识字强化汉字理解與精准运用；大学阶段汉字教学呈现隐性化、分散化特征, 依托语言学理论、书写技能與文化阐释类课程开展, 面临教学地位弱化、课程覆盖不均等挑战。在国际中文教育视阈下, 提出汉字教学应实现母语教学向跨文化教学的视域融合, 在规范性、系统性與可接受性间寻求平衡, 通过国内外教学经验互鉴, 優化中高等教育阶段汉字教学體系, 为语言文字信息化发展與文化传承提供学理支撑與实践参考。

다국어 초록 (Multilingual Abstract)

As the core medium of China’s cultural heritage, Chinese characters have been explicitly identified as a critical pillar in national education strategies, including the Outline of the Plan for Building a Strong Education System (2024-2035). Nevertheless, research on Chinese character instruction in China shows a marked imbalance across educational stages: extensive attention has been devoted to primary education, whereas secondary and tertiary levels remain comparatively underexplored.
Drawing on theories from graphemics, language cognition, and curriculum and instruction, this study systematically examines the instructional goals, practical constraints, and optimization strategies of Chinese character teaching at the junior high school, senior high school, and university levels. At the junior high school stage, instruction should prioritize normativity, aesthetic awareness, and functional use, and adopt a pedagogical model that integrates differentiated instruction with contextualized application. At the senior high school stage, Chinese character teaching should move beyond isolated skill training toward deeper integration with core competencies, enhancing learners’ conceptual understanding and precise use of characters through text-embedded character learning and etymological approaches.
At the tertiary level, Chinese character instruction is largely implicit and fragmented, embedded across courses in linguistics, writing, and cultural interpretation. This stage faces challenges such as diminished curricular visibility and uneven course distribution. From the perspective of international Chinese language education, this paper argues for an integrated framework that bridges first-language character instruction and cross-cultural pedagogy. Achieving a balance among normativity, systematicity, and learner acceptability through reciprocal learning between domestic and international teaching practices can contribute to optimizing Chinese character instruction at the secondary and tertiary levels, thereby offering theoretical grounding and pedagogical insights for language informatization and cultural transmission.