多模态视角下的吉尔吉斯斯坦汉语教学实践研究-国际教育学-CSCIED科技核心评价数据库-手机版

多模态视角下的吉尔吉斯斯坦汉语教学实践研究

A multimodal perspective on Chinese language teaching practices in Kyrgyzstan

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DOI	10.12208/j.ije.20250319
刊名	国际教育学 International Journal of Education
年，卷(期)	2025, 7(9)
作者	SAPARBAEVA AIDAI, 李晋,
作者单位	北京信息科技大学北京
摘要	受中国经济一体化和“一带一路”倡议（BRI）的推动，汉语教学全球化步伐加快，吉尔吉斯斯坦已成为中亚地区的战略学习点。作为“一带一路”倡议的重要沿线国家，吉尔吉斯斯坦面临着一些重要的教学问题：汉语的声调和表意特征与吉尔吉斯斯坦的黏着性突厥语（吉尔吉斯语）和字母通用语（俄语）之间存在鲜明对比；此外，比什凯克等大城市与农村社区之间的技术差距也加剧了汉语的可及性。多模式教学将视觉、听觉、动觉和数字媒体的多种功能融合在一起，成为应对这些复杂问题的有效途径。它跨越了语言障碍，通过多种感官途径将学习置于吉尔吉斯斯坦的社会文化背景中（Jewitt，2009；Su，2025）。
Abstract	Driven by China ' s economic integration and the Belt and Road Initiative (BRI), the global expansion of Chinese-language instruction has accelerated, making Kyrgyzstan a strategic hub for Chinese learning in Central Asia. As a key BRI partner, the country faces acute pedagogical challenges: the stark contrast between Chinese tones and logographs and Kyrgyzstan ' s agglutinative Turkic language (Kyrgyz) and alphabetic lingua franca (Russian), together with a deep urban–rural digital divide that further restricts access to Chinese. Multimodal teaching—integrating visual, auditory, kinesthetic and digital resources—has emerged as an effective response, surmounting linguistic barriers by embedding learning within Kyrgyz socio-cultural contexts through multiple sensory channels (Jewitt, 2009; Su, 2025).
关键词	文化锚定多模态；吉尔吉斯斯坦汉语教学；一带一路；多模态评估；教师民族志发展
KeyWord	Culturally-anchored multimodality; Chinese language teaching in Kyrgyzstan; Belt and Road Initiative; Multimodal assessment; Ethnographic teacher development
基金项目
页码	10-13

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https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099409302042326919/p1802520 c28179080b0a8500b2b7f3a5e1f

引用本文

SAPARBAEVA AIDAI, 李晋. 多模态视角下的吉尔吉斯斯坦汉语教学实践研究 [J]. 国际教育学. 2025; 7; (9). 10 - 13.

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