摘 要

在现代网络技术快速发展和汉语国际推广进程不断深入的两大背景下，跨文化交际已成为人们日常交往的必然。汉语国际教育专业学生作为对外汉语教学人才的储备军，要求具有相对成熟的学历背景，掌握教育相关技能，并有良好的跨文化交际能力和海外适应能力。进一步提高学习者的跨文化交际能力，以期为其今后从事汉语国际推广事业打下基础，这些对于高校的汉语国际教育培养体系和跨文化交际学科具有价值。由于课堂仍然是培养学生能力的主要途径，反思学科教学的不足并进行深入改革将有利于学生跨文化交际能力的提高。针对上述情况，本文重点从学生角度探究学生的跨文化交际能力表现及课程优化问题。

本文首先介绍了研究背景和现状、研究内容及研究方法，其中对跨文化交际相关概念进行界定，并对跨文化交际能力构成进行简要说明。然后从认知态度、实践交往、自我评估和课程培养四个维度设置问卷，在分析了国内多所高校本科学生的跨文化交际的实践能力表现及高校课程教学现状的基础上，发现各高校在课程设置、教学安排等方面仍存在问题，学生在自学能力、实践锻炼方面也有欠缺，在参阅相关文献资料及本次调查数据的基础上，从优化课程设置、培养实践能力、完善教学方法及学生自主提高能力几个方面提供相关改进建议和一些新的思路，对于“互联网 ”技术应用于跨文化交际教学中做了有益思考。

关键词:汉语国际教育；跨文化交际能力；互联网

Abstract

In the context of the rapid development of modern network technology and the deepening of the process of Chinese international promotion, intercultural communication has become the necessity of daily communication. The students major in TCSOL （Teaching Chinese to Speakers of Other Language）are educated as a reserve force for Chinese international promotion,which means that students should have a relatively mature educational background, master education-related skills and have good intercultural communicative competence and skills.How to further improve the learners' intercultural communication ability, in order to lay the foundation for the future of Chinese international promotion, which is valuable for the cultivation system of TCSOL and intercultural communication disciplines.Since the class is still the main way to train the students' ability, it is beneficial for students to improve their intercultural communicative competence by reflecting on the shortcomings of the subject teaching and carrying out a thorough reform.

In view of the above situation, this paper is based on the cultivation of intercultural communicative competence of undergraduates.From the students' point of view,the researcher try to explore the effect of the course on cultivating students' intercultural communicative competence and reflects the problems of students' practical performance. So as to explore how to improve intercultural communication course and improve student’s intercultural communication skills effectively.Only in this way can we give full play to the comprehensive and practical characteristics of this professional , can we cultivate qualified professionals.

In the beginning of the dissertation,the researcher introduces This paper introduces the research background and current situation, illustrate the research content and the research method, in which the intercultural communication related concepts are defined, and the intercultural communicative competence constitution is briefly explained.And then set up questionnaires from four dimensions: cognitive attitude, practice communication, self-assessment and curriculum development.Through the form of questionnaires, this paper collects information about students' intercultural communicative competence and the current situation of curriculum teaching in many colleges in China.According to the questionnaires,we have found that there still some problems lies in the curriculum of the colleges, teaching arrangements have deficiency as well.Besides,for students, they are also lacking in self-study ability and practical exercise.Based on the relevant literature and the survey data, the researcher provide relevant suggestions and some new ideas from the aspects of optimizing the curriculum, cultivating practical ability and improving teaching methods、students' ability of self - improvement.Besides,in the aspect of the application between "Internet " technology and intercultural communication teaching, the researcher has made some beneficial thinking.

Keywords: TCSOL；Intercultural communicative competence；Internet

目录

摘 要 II

第1章 绪论 7

1.1研究背景 7

1.2研究现状 8

1.2.1关于跨文化交际课程设置的研究 8

1.2.2“互联网 ”时代背景下的汉语国际教育与跨文化交际能力研究 9

1.3 研究内容及目的 9

1.4研究方法 10

第2章 汉语国际教育专业学生跨文化交际能力调查与分析 10

2.1汉语国际教育专业学生跨文化交际能力调查 10

2.1.1调查背景 10

2.1.2调查对象 10

2.1.3调查内容 11

2.2 调查结果的统计与分析 11

2.2.1认知态度 11

2.2.2实践交往 12

2.2.3课程培养 12

2.2.4自我评估 13

第3章 跨文化交际能力培养的优化措施 14

3.1优化课程设置 14

3.1.1课程定位 14

3.1.2建立课程衔接 15

3.2培养实践能力 16

3.2.1建设实践平台 16

3.2.2开展实践培训 16

3.3完善教学方法 16

3.3.2体验型学习法 17

3.4应用互联网技术 18

3.4.1影视技术 18

3.4.2网络学习平台 18

3.5提高学生自身能力 18

3.5.1以正确态度对待文化差异 19

3.5.2主动进行跨文化交际活动 19

第4章 结语 19

参考文献 20

致 谢 21

附录 22

第1章 绪论

1.1研究背景

在21世纪，全球化浪潮席卷各个民族、国家和地区，人们在世界范围内进行着日益密切的交流与碰撞。语言背后的意义是文化，不同语言、不同文化的交流就必然要求当代人具备基本的跨文化交际能力和必需的人文素养。

Wiseman(2003)将跨文化交际能力定义为“与来自其他文化的成员进行得体、有效交际所需具备的知识、动机与技能”。^[1]Lustingamp;Koester与其观点相似，认为成功的跨文化交际必须是得体有效的行为，实现这一行为的前提是具备丰富的知识、合理的动机和有技巧的行动。^[2]他们在强调情景、有效性与交际性外，都提出了知识、意识与技能三个能力层次。国内学者对此又有补充。祖晓梅认同外语教育领域Fantini学者(2006)的观点，将跨文化交际能力定义为：“一种与语言和文化不同的人们进行有效而得体的交往所需要的综合能力”。^[3]他认为跨文化交际能力包括四个要素：知识、技能、态度与意识，其中跨文化意识是跨文化交际能力的核心要素。笔者综合各家观点认为，跨文化交际能力是指在交际环境中（母语或目的语）与来自不同文化背景的人们所进行的得体、有效地交际所需具备的综合能力，包括知识、意识与技能三个能力层次的内容。