Contemporary Foreign Languages Studies ›› 2018, Vol. 18 ›› Issue (05): 23-29.doi: 10.3969/j.issn.1674-8921.2018.05.004
Previous Articles Next Articles
CHEN Hao
Published:
2020-07-25
CLC Number:
CHEN Hao. Chinese Teaching in Spanish-Speaking Countries: Current Situation and Policy[J]. Contemporary Foreign Languages Studies, 2018, 18(05): 23-29.
Darío, C. 2017. El mandarín en la mira [EB/OL]. Madrid. [2017-06-05]. http://www.ultimahora.com/el-mandarin-la-mira-n1089510.html. Gea, L. 2013. El chino mandarín en el currículo de Educación Primaria [D]. La Rioja: Universidad Internacional de La Rioja. González, J. C. Calderón & C. Gómez. 2015. Análisis de los vínculos económicos de México con China: Es posible pasar de la larga marcha de enfrentamientos al gran salto adelante en la nueva relación [J] México y la cuenca del pacífico 4(12): 39-63. Lee, J. 2017. Es posible enseñar mandarín en Puerto Rico [EB/OL]. Puerto Rico. [2017-06-26]. https://www.elnuevodia.com/opinion/columnas/esposibleensenarmandarinenpuertorico-columna-2334828/. Marco, C. & J. Lee. 2011. La enseñanza de “Chino para hispanohablantes” dentro del Marco Común Europeo de Referencia [J]. Didactica. Lengua y Literatura 23: 273-319. Mendoza, Y. 2014. Estudiantes del ANS ganan competencia de oratoria de chino mandarín [EB/OL]. Nicaragua. [2014-11-04]. https://www.laprensa.com.ni/2014/11/04/suplemento/empresariales/1344246-estudiantes-del-ans-ganan-competencia-de-oratoria-de-chino-mandarin. Monzón, J. 2015. Más sampedranos buscan aprender mandarín [EB/OL]. Honduras. [2015-10-29]. http://www.laprensa.hn/honduras/895678-410/m%C3%A1s-sampedranos-buscan-aprender-mandar%C3%ADn. Ramírez, E. 2017. A 12 años del plan de chino mandarín: Más de 10 mil escolares chilenos han tenido contacto con ese idioma [EB/OL]. Chile. [2017-06-28]. http://www.emol.com/noticias/Nacional/2017/06/28/864502/A-12-anos-del-plan-Chino-mandarin-hoy-se-ensena-en-16-colegios-municipales-chilenos.html. Vilanova, N. 2016. La evolución de la situación de la enseñanza del chino en Catalunya a lo largo de los últimos 20 año [D]. Barcelona: Universidad Autónoma de Barcelona. 冯琳. 2012. 哥伦比亚汉语教学及汉语推广情况调研[D]. 长春: 东北师范大学. 高伟浓. 2012. 拉丁美洲华侨华人移民史、社团与文化活动远眺[M]. 广州: 暨南大学出版社. 黄方方、孙清忠. 2011. 拉美西语国家汉语教育的现状、问题及策略[J]. 未来与发展(11): 39-42. 金娅曦. 2013. 墨西哥汉语教学现状与反思[J]. 云南师范大学学报(对外汉语教学与研究版)(6): 86-89. 李建军. 2015. 中华文化走出去新视角[J]. 新疆师范大学学报(哲学社会科学版)(4): 66-72. 李景源. 2016. 略论中国文化走出去[J]. 江汉论坛(11): 30-32. 李小白. 2017. 厄瓜多尔汉语教学情况调查——以基多市汉语教学情况为例[D]. 黑龙江: 黑龙江大学. 刘璐佳. 2017. 哥斯达黎加圣何塞地区汉语教学调查研究[D]. 黑龙江: 黑龙江大学. 马秋武、宋缨、严倩倩. 2017. 汉语国际教育的发展路径与前景[J]. 现代语文(语言研究版)(02): 4-8. 沈骑、夏天. 2014a. 外语教育政策发展的战略变革[J]. 教育评论(1): 45-47. 沈骑、夏天. 2014b. 论语言战略与国家利益的维护与拓展[J]. 新疆师范大学学报(哲学社会科学版)(4): 112-118. 唐晶. 2015. 马德里汉语课堂教学调查研究报告[D]. 黑龙江: 黑龙江大学. 王兰婷. 2015. 秘鲁汉语教学情况分析——以秘鲁天主教大学孔子学院为例[J] 现代语文:语言研究(12): 103-107. 杨发金. 2015. 拉美华侨华人的历史变迁与现状初探[J]. 华侨华人历史研究(4): 37-46. 约恩·多施、大卫·古德曼. 2014. 中国和拉丁美洲: 互补、竞争和全球化(张春满译) [J]. 国外理论动态(2): 72-80. 张建民. 2017. 世界政治环境下的汉语国际教育[J]. 语言政策与规划(2)(4): 19-25. 周泉. 2017. 汉语搭桥“一带一路”的文化战略意义——从央视中文国际频道节目《汉语桥》说起[J]. 新闻战线(2): 26-27. |
[1] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 35-41. |
[2] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 72-81. |
[3] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 82-91. |
[4] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 92-96. |
[5] | . [J]. Contemporary Foreign Languages Studies, 2021, 454(4): 97-102. |
[6] | XU Ying, BI Yu, ZHANG Yaqing. A Review of Vocabulary and English for Specific Purposes Research: Quantitative and Qualitative Perspectives [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 104-108. |
[7] | GUO Hongjie, ZHANG Daqiu, DING Dong. An Integrated and Innovative Talents-fostering Model with Practices for FLL Discipline at Chinese Financial Universities in the New Liberal Arts [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 35-44. |
[8] | PAN Haiying, LIU Shuling. Innovation and Development of College Foreign Languages Teaching in the Construction of New Liberal Arts [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 45-52. |
[9] | MA Bingjun, CHANG Hui. Research on L2 Chinese Syntactic Processing: Theories and Empirical Studies [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 61-70. |
[10] | TAO Jifen. POA-based Reading and Speaking Approach to Oral English Teaching [J]. Contemporary Foreign Languages Studies, 2021, 453(3): 96-103. |
[11] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 106-110. |
[12] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 84-95. |
[13] | . [J]. Contemporary Foreign Languages Studies, 2021, 452(2): 96-105. |
[14] | Lihe HUANG. Foreign Language Teaching and Research in the Post- pandemic Era: A Multimodal Paradigm [J]. Contemporary Foreign Languages Studies, 2021, 451(1): 75-85. |
[15] | Yongyan ZHENG. Multilingual Research in a Post-COVID Era: Reflection and Prospection [J]. Contemporary Foreign Languages Studies, 2021, 451(1): 64-74. |
Viewed | ||||||
Full text |
|
|||||
Abstract |
|
|||||