前言
在一次高校漢語教師聚會上的閑聊中，一位教師猶猶豫豫地說出了當(dāng)時腦海中閃現(xiàn)的一個想法，問大家有沒有可能出一本書，在座的各寫一篇文章，談?wù)剣��?例如在澳大利亞)漢語教學(xué)某個方面的體會。這位教師沒想到的是，他的提議引起了大家的熱烈響應(yīng)。聚會上在座的都是資深教師，具有豐富的教學(xué)經(jīng)驗，是他們所在領(lǐng)域的專家和學(xué)者。有些教師大部分職業(yè)生涯都在從事漢語二語教學(xué)，教學(xué)時間長達三十年。
大家都覺得也該對我們的職業(yè)生涯作出一些經(jīng)驗總結(jié)了，并一致認(rèn)為這會提供一個良好的機會，讓每位作者檢視自己的教學(xué)工作。
本書所含文章的主題范圍廣泛，有國際漢語教學(xué)生態(tài)、有效學(xué)習(xí)環(huán)境的創(chuàng)建和教學(xué)法的重新構(gòu)想，也有多元文化環(huán)境下的教學(xué)分班、課堂語言的設(shè)計和漢語學(xué)習(xí)中的情感影響，還有漢語教學(xué)中文化及電影的運用、漢語聲調(diào)和句法的教學(xué)，以及口譯與筆譯在漢語教學(xué)中的應(yīng)用。具體內(nèi)容及分工如下：

1國際語境中的漢語教學(xué)(劉國強錢豐齊)
2為澳大利亞高校中文學(xué)習(xí)者創(chuàng)建優(yōu)化教學(xué)環(huán)境(陳申梁妍薛馨華)
3知識架構(gòu)與教學(xué)法重建：澳大利亞語境中的中文教學(xué)(沈惠忠)
4維多利亞州多元文化環(huán)境下的中文教學(xué)分班(周少明曾若男)
5漢語二語初學(xué)者課堂語言使用設(shè)計(馮耀華吳英成)
6情感與漢語二語學(xué)習(xí)(陳雯劉國強)
7漢語二語課堂中的文學(xué)導(dǎo)入(倪錦丹)
8在電影語言中學(xué)習(xí)：人文學(xué)科對中國國際學(xué)生批判性思維影響的
個案研究(周宇行周少明)
9驅(qū)動漸進式漢字教學(xué)法初探(郭珍誼張辰杜立平)
10高校初級漢語基礎(chǔ)句型教學(xué)法探究(王世經(jīng) 杜立平)
11捷足先登：漢語二語入門聲調(diào)教學(xué)再探(王世經(jīng))
12澳大利亞漢英口譯教學(xué)中的學(xué)生自我效能感之探析(劉海藍(lán)徐志長黃慧)
13漢英口譯教學(xué)中新技術(shù)的實踐與創(chuàng)新(劉海藍(lán))
14跨語實踐與翻譯教學(xué)本科翻譯課程教學(xué)案例分析(單春明)本書作者在寫作中合作得非常愉快。書中的文章都經(jīng)過了同行盲審程序，每位作者都參與了此程序，審閱了其他作者的文章。在此，我們對各位作者的敬業(yè)精神和投入寫作與審稿的努力表示感謝。
上海交通大學(xué)出版社鼎力支持本書的出版，提供了編輯指導(dǎo)和出版進程監(jiān)督，我們在此表示衷心的感謝。

劉國強周少明徐慧

PREFACEPREFACE
At a gathering of university teachers of Chinese language, a teacher, unsure of himself, casually and hesitantly aired an idea about publishing a book on teaching and learning of Chinese in an international context such as Australia. To his surprise, his idea started an earnest discussion.
There was an agreement among us that this would be a good opportunity for each of the contributors to reflect on our work as a teacher, and each of us could concentrate on one issue or aspect of Chinese teaching. Teachers at this gathering were mostly experienced teachers of Chinese. Some of us have been in the profession for a long time and some have been teaching Chinese for almost 30 years. It is time for us to look back at what we have been doing.
We hope this book is of some interest to people who teach Chinese, people who are training to be teachers of Chinese and people who would like to be teachers of Chinese in the international contexts.
This book contains fourteen articles on topics of a fairly wide range, from ecology of Chinese teaching and learning in an international context, creation of a productive learning environment and pedagogical re�瞚magining, to language class students placement, classroom language use and emotions in Chinese language learning, to culture and cinema in teaching Chinese, to teaching tones, Chinese characters and syntax, and to interpreting and translating as part of Chinese learning.
The process of writing this book has been a pleasant one of cooperation among contributors. Chapters in this book have all gone through a blind review process, in which every contributor has reviewed one or two chapters written by other contributors. We would like to acknowledge the effort and hard work every contributor has put into writing and reviewing chapters of this book.
We would like to thank Shanghai Jiao Tong University Press for publishing this book, and to Xin Yan of the Press who has overseen the publishing process of this book.
Guoqiang Liu, Shaoming Zhou and Hui Xu