This article introduces the development process of international Chinese education as a discipline, emphasizing the importance of disciplinary history and academic history in the development of the discipline. In the late 1990s, Lu Jianji proposed that the construction of the discipline of teaching Chinese as a foreign language needed to strengthen historical research. The study of the history of Chinese language education in the world originated from overseas Sinology and is closely related to the history of cultural exchanges between China and foreign countries. International Sinology has provided an academic platform and played an important role in this field. This article collects and analyzes relevant literature published in International Sinology to explore its role in promoting research on the history of Chinese language education in the world, and proposes future development suggestions.
Since its establishment in 1995, International Sinology has consciously published research results on the history of world Chinese language education, focusing on topics such as Chinese language history and language contact, by setting up multiple columns such as "Sinologist Special Page" and "History of Cultural Exchange between China and the West". After obtaining the journal number in 2014, the influence of the publication has continued to increase, especially in columns such as "Overseas Chinese Language Research Column", where the number of research papers on the history of Chinese language education in the world has steadily increased. As of November 2024, a total of 121 highly relevant literature on the history of Chinese language education in the world have been selected, with a total of 442 citations and 33684 downloads, indicating that research in this field has received sustained attention from academia. The literature involves multiple disciplines such as Chinese language and literature, Chinese general history, etc., reflecting the interdisciplinary research nature. The author comes from 70 research institutions, including the academic community both domestically and internationally, showcasing positive interactions and collaborations between the two. Expanding the dataset through citation indexing further confirms the extensive connections and influence of research on the history of Chinese language education worldwide.
By extracting 634 keywords from 121 literature and using VOSviewer software for visual analysis, hot topics and important concepts in the field of world Chinese language education history research were identified. The analysis is divided into two stages, with thresholds of 2 and 4 respectively. The former comprehensively reflects the research hotspots, while the latter focuses more on highlighting the core issues. Display research topics and hotspots through network visualization graphs, keyword connections, and clustering. When the threshold is 2, 9 clusters are formed, involving Matteo Ricci, Luo Mingjian, Chinese history research, sinologists, teaching Chinese as a foreign language, etc. The keywords within each cluster are closely related, and there is interactive influence between clusters. When the threshold is 4, 5 core clusters are formed, further highlighting the close interactive relationship between the history of Chinese education and Sinology research. These clusters reflect the diversity, interdisciplinary characteristics, and refined hot areas of research on the history of Chinese language education in the world, especially the connection with the early history of Chinese language learning in the West, as well as the key roles of Jesuit and Protestant missionaries.
Analyzed the literature influence of 121 papers published in International Sinology that are highly relevant to the study of the history of Chinese language education worldwide. By measuring the influence of literature through citation frequency, it was found that the top 10 cited literature accounted for more than 60% of the total citation frequency, indicating their important position in the academic community. These highly cited literature are mainly concentrated in two stages: from 2000 to 2005 and from 2012 to 2017, corresponding to the first five years when "International Sinology" was fully included in CNKI and became a source journal directory of CSSCI, respectively. The authors of highly cited literature mainly come from four major research fields: overseas Sinology, Chinese language history, linguistics, and international Chinese education. Their research results have played a driving and leading role in the study of the history of Chinese language education in the world. These documents not only provide a theoretical basis and research path for the study of the history of Chinese language education in the world, but also expand the dimensions and breadth of research. In addition, the excavation of cultural exchange or language contact materials in 121 literature was also examined, which have been rarely utilized in previous studies but have played an important role in the research of the history of Chinese language education in the world. Finally, it should be pointed out that in the past decade, the study of the history of Chinese language education in the world has received increasing attention within the international Chinese language education discipline, especially in recent years when attention has sharply increased.
Emphasis was placed on the significant achievements of International Sinology in promoting research on the history of Chinese language education worldwide, and it was pointed out that this field has interdisciplinary characteristics and is receiving increasing attention. The research hotspots focus on the history of early Western Chinese language learning and research, as well as the excavation of materials on the contact between Chinese and Western languages, and have achieved outstanding results. In the future, international Chinese education needs to draw nourishment from history and enhance the humanistic foundation of the discipline. There is room for expansion in the study of the history of Chinese language education in the world, including the history of Chinese language education as a foreign language, the history of Chinese language education for ethnic minorities, the history of overseas Chinese language education, the history of Chinese language education for different countries, and the history of overseas Sinology. These studies provide academic and historical support for the history of Chinese language education worldwide, and are a growth point for Sinology research and the international discipline of Chinese language education. The content related to teaching Chinese as a foreign language domestically, the "two teaching issues", and the international dissemination of Chinese have become new research hotspots. The research on international Chinese education overseas presents a multidisciplinary and interdisciplinary development characteristic, and the research field and content continue to expand. The changes and trends of research hotspots in the field of international Chinese education both domestically and internationally have similarities and interactions with the future development of research on the history of Chinese language education worldwide. The history of overseas Chinese education, institutional history, personal learning history and textbook history, corpus and database construction, and interdisciplinary new categories are important directions for future research. The study of the history of Chinese language education in the world faces both challenges and opportunities, and International Sinology will continue to promote diversified development in this field.
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