In this paper：留学生走进中国综合实践课程建设仅仅是帮助来华留学者走进中国的一个课程，但 如何将其做实、做强、做大，尚需更多更深入的研究和摸索。本文根据国外盛行的服务学习 理论，探寻...
Students "come into China" comprehensive practice curriculum construction is only help LiuXueZhe walked into a Chinese course in China, but how to make it real and stronger, do big, still needs more in-depth study and explore. According to the prevailing abroad service learning theory, exploring students into the Chinese special significance for the comprehensive practice course, and with donghua university students of comprehensive practice curriculum as the pilot, shows the importance and necessity of curriculum design and corresponding materials. A comprehensive practice course, the students: "come into China," the author thinks that the actual learning time less than one year in China is actually just a visitor in China, for their part, approached the Chinese but it is difficult to really come into China. But it is only after a year or more of actual study in China that it is possible to truly enter China. One year, is running, the four seasons cycle, a heaven and earth natural rhythm, is commonly used of students a lot of upgrades and school course cycle, at the same time a year calendar is also a social life, culture and so on many cultural activities of the cycle of a regular cycle. Therefore, the author thinks that some short-term training of Chinese textbooks for foreign language is called into China, and the goal of "going into China" is very difficult to achieve. To come to China in the short term, to glance at or to see a squawk, is at best an impression, only to come near or even to pass through China. "Entering China" requires not only the time guarantee, but also the guarantee of curriculum guarantee and comprehensive management. In the course design of education in China, the compulsory requirement for all foreign students to study Chinese or Chinese cultural courses is not guaranteed to achieve the goal of China. In practical teaching, teachers often find that some foreign students are not really interested in such courses. Even because of the strong ideological color of these courses, it is easy to arouse students' resistance. Therefore, teachers also found some for coming to China to study in the culture of the teaching material, the editor is will come into China, but the actual teaching effect I'm afraid I can only check in the "approach", or even just "walk" (2) with the foreign students directly docking "into China" course is a comprehensive practice course. More accurately, it is based on the integrated practical courses of district and even community. The essence of "integrated practice course" is the same as the concept of "service learning" prevailing abroad. It requires that the integrated practice of live action and the various academic courses consciously integrate, so that the two complement each other. The "comprehensive practice course" aims to find practical significance and value orientation of course learning, not to convey ideology and social norms to students. But generally speaking, the individual always lives in the community, the "community spirit" also must be in the hearts of the people. Therefore, to do something for the community and make the community better is the intrinsic requirement of students' individual development. Being a good citizen and being a good student are inseparable. Education, a new generation of global citizens, is the responsibility and obligation of education. 1. Published by Peking University press, the short-term training of Chinese textbooks "into China" 1-3 volumes. "Entering China" by Harbin engineering university press. Therefore, the comprehensive practice course of international students is also a process of continuous reflection and continuous improvement of the service activities and service experience of both sides. The idea of guiding the comprehensive practice of international students is to benefit teachers and students, schools and communities, professional education and "service learning" of people. Ii. Theoretical basis of comprehensive practical courses for international students: "service learning" 1. The concept of "service learning" and the current situation of "service learning" in China are a kind of experience education originated in the United States in the 1960s. There are many definitions and methods. It is the course and teaching orientation of students to learn knowledge and skills through participating in community service under the guidance of teachers, to develop various abilities, and to enhance civic responsibility and healthy personality. The outstanding service learning advocates Barbara jean-claude juncker ratio (BarbaraJacoby) think: service learning is a kind of experience in the form of education, students in participating in the need of people and communities, and in this kind of conscious plan to promote their own learning and development of reflection and reciprocity of service learning is a key concept in (1). Service learning is a education concept, teaching method and practice mode combining academic study with community service. American colleges and universities by combining service tasks and study way, encourage students to use knowledge in community service need and development, through the service process of reflection to promote a better understanding of the professional knowledge and to use, at the same time to participate in community building and explore the social problems of social responsibility. As a education concept, service learning embodies the national education requirements for citizens, and realizes the academic and cultural development of education. As a teaching method, service learning has realized the interaction between teachers and students' teaching and learning, reflecting the reflection and sublimation of knowledge. As a practical mode, service learning realizes the benign interaction between universities and communities, which reflects mutual benefit and win-win situation. Service learning is of great importance to the improvement of civic consciousness, the promotion of community progress and the improvement of learning effect. Service learning has become one of the most important curriculum reform and education mode in the world, and it is also a education training mode that attracts global attention. Domestic researchers focus on service learning since the 1980 s, the study of service learning is focused on the research on its theory foundation research, significance, mode and method of research, etc; The research of education in China mainly focuses on the research on the influence of service learning on the social practice of college students in China. All knowledge ultimately serves the society and serves humanity. Service learning combines the education of a person with the education of doing things together. Service learning is a education way of combining professional learning with community service. Practice is the most effective way to check, improve and improve education quality. Higher education and community service are closely integrated into the service learning training mode, which ultimately cultivates students' sense of responsibility and social responsibility. Service learning has a positive effect on stimulating students' professional learning motivation, improving interpersonal skills, cultivating innovative consciousness, raising citizen quality and clarifying career development direction. After all, the fundamental purpose of service learning is to improve teaching quality and improve practical ability. The study of comprehensive practice curriculum for foreign students in China is still in its infancy. At present each college students comprehensive practice curriculum in practice basic chart: some teaching take scenic way to travel, some take a combination of lecture and practice, some are in the form of extracurricular research. In general, students at present, the construction of the comprehensive practice curriculum has not formed the 2 (1) BarbaraJacobyandAssociates: Service - learninginHigherEducation: ConceptandPractices [M]. San Francisco, Jossey - BassPublishers, 1996. 11. To unify, target clear, operate feasible, evaluate effective course teaching and management model.
2. It is one of the effective measures to improve the quality of teaching. Comprehensive practice course is for overseas students to study abroad in China one of the compulsory education, high school students are international students out of the classroom, really get in touch with the reality of Chinese society, and experience Chinese culture important way. Service learning is a "community service" and "academic learning" (academicstudy) integration, namely the "learning to service" (learntoserve) and "learning" in service (servetolearn) integrates two kinds of behavior, "in order to better students" and "citizens" in order to better integrate two purposes. The purpose is to improve the teaching quality of education and establish the international brand of education in China. Promote the education practice curriculum in China and international integration; Accelerate the internationalization of education practice courses in China. Specifically, service learning has the following meanings for studying in China: first, it is beneficial to give play to regional advantages. The first part of the design vision of service learning curriculum is regional resources. The most convenient and effective area of service learning is the actual environment or surrounding area. This is the most direct service and radiation area for service learning. Taking Shanghai as an example, the cultural forms, economic forms, business activities, scientific and technological platforms, information platforms and so on of the cosmopolitan metropolis are the unique learning resources in Shanghai. From the familiarity, understanding and understanding of Shanghai, it is also a process for international students to gradually integrate into Shanghai, love Shanghai and identify with Shanghai. Secondly, it is conducive to professional characteristics. The comprehensive practice education in the concept of service learning, not through the motions, and is real let students use, service learning is the most effective way to play professional characteristics and the way. The designer will explore the regional resources, discover the service object and implement the service purpose according to the professional characteristics. In the service learning, international students can see the power generated by the combination of theoretical knowledge and practice, and experience the charm of professional knowledge in practical application. It is a practical base for professional learning, and strengthens students' service consciousness and professional practice ability in professional practice. Thirdly, the improvement of comprehensive practice curriculum is the intrinsic driving force of education quality. The study of service learning by school and society is an effective way to communicate and realize the demands of both sides. From the school's point of view, service learning is also a continuous design -- practice test -- re-design -- re-examine the process of continuous improvement and development. The ultimate goal of this process is to improve education quality, train qualified personnel and set up education brand. The school has its own special service learning mode, established its own education brand, and the expansion of overseas students is a natural way. Fourthly, comprehensive practical course is convenient for tracking and testing teaching quality. Comprehensive practice course is going to learn in the service of practice, also is to make the practice of service learning, the school education and social actual seamless docking, and hence the university teaching quality of education for the most direct test. Comprehensive practice curriculum and the implementation of the concept of school education is the most convenient way for the school teaching and social practice through the combination of service learning, in order to cultivate a have ideal, morality, knowledge and culture, has the ability of a new generation of citizens. All in all, foreign students practice in the concept of service learning course can make college course design of service learning, make close service to the society, higher education services in the depth of the different cultural exchanges. In addition, effective service learning practice course model can also be applied to Confucius institutes overseas to promote the communication between Chinese culture and local regional culture. Third, the overall thinking and practice of the comprehensive practice curriculum design of international students 1. The overall train of thought and research content The overall plan of comprehensive practice curriculum design in China, students proposed to the Chinese and foreign counterparts together play, school and community, enterprises or three close practice base with research, design, tracking, evaluation, successful experiences to accelerate the popularization. The design of comprehensive practice course follows the analysis status, deep understanding, spot investigation, understanding of requirements, design menu and other steps, and then proceed in turn. The comprehensive practice course for the proposed promotion needs to be promoted gradually on the basis of fixed point test, fixed point test and random correction. The whole course design should not only pay attention to the in-depth study of service learning theory, but also pay more attention to the flexible application of service learning in the comprehensive practice course of foreign students in China. The research content of the comprehensive practice course is divided into the following six items: first, the comprehensive practice curriculum research should carry on the current situation analysis, aiming at summarizing the characteristics and finding the deficiency. The regional characteristics of integrated practice courses are determined by different education resources. The comprehensive practice course of international students should be designed according to local conditions, and the comprehensive practice course menu of colleges and universities should have their own characteristics. Secondly, based on the analysis of the status quo, we design the comprehensive practice course type of foreign students in China. Short-term or long-term, practice and research, professional or public culture, are based on the characteristics of professional practice curriculum resources and students around to design, efforts and professional practice, and social practical interface. Third, determine the objective of the comprehensive practice course for international students. Setting up a course should be a clear goal, aiming at achieving a true education. By taking the courses of comprehensive practice, knowledge, skills and emotions, the teacher must know what to do, and for the students, they should be able to do so. Fourthly, the design of international students' comprehensive practice course model. The mode can be fixed in a certain time, or it can be changed randomly depending on the course content. Learn from domestic and foreign successful experience, seek the most effective course pattern. Comprehensive practice is a kind of visit, research, research and analysis, according to the specific content of the course, with certain flexibility. It can also be mastered by bilateral tutors and finally explore diversified and unified practice teaching mode. Fifthly, the implementation of comprehensive practical courses for overseas students. Specific practice curriculum implementation have corresponding rules, but by both teachers and students both sides or schools and communities to discuss, do segment target specific implementation steps clear, reasonable quantitative indicators, in order to improve the quality of class schedule for the highest purpose, should from the psychology, pedagogy, management, such as Angle of cross examine, to achieve scientific management. Sixth, the evaluation of international students' comprehensive practice course. Generally speaking, it is more scientific to evaluate a third party. The practice course evaluation under the concept of service learning is the core of service. The evaluation can be carried out jointly by both teachers and students, teachers and students, and the community. The purpose is to highlight the value of practice and its significance. Such evaluation not only evaluates students' performance, but also evaluates the quality of curriculum design and the objective effect of practice. 2. Practice: donghua university students comprehensive practice curriculum construction Uphold the concept of service learning center in China, the school education, professional characteristics and closely combined with the success of the project has a lot of social practice, one of the most solid and most effective to tsinghua university, I'm afraid "spread knowledge, eliminate poverty" education poverty alleviation The eye. According to the tsinghua university education poverty alleviation office figures released in February 2011, in less than a decade, tsinghua universities establish teaching sites in various education weak areas of the country has reached 981. Such practice project if it can be combined with students with a practical course, can not only guide the students in China into the real China, community service, and can effectively cultivate students consciousness of bear, natural harvest the effect of teaching. In recent years, the university of donghua has grown steadily in the scale of overseas students. At the same time, we have to work hard on quality engineering. Groped in the spring of 2011, we began to cooperate with Chinese language and professional students comprehensive practice curriculum building, hope that through the course of the construction of the drive, really make the students into the community, into the Shanghai, and then come into China. The comprehensive practice of Chinese language specialty refers to the language practice, cultural practice, social practice and other activities related to the study. The author found that the education poverty alleviation project of tsinghua university, which has made a solid and effective work in China, is the first one to make a good example. Industry international students during the comprehensive practice course is international students studying in China is an important component part of the curriculum system, is the students out of the classroom, really get in touch with the reality of Chinese society, the personal feeling of the Chinese culture important way. Education is one of the compulsory courses in comprehensive practice. Especially for academic students, comprehensive practice is the focus of service learning concept. We analysis the present situation of the domestic students comprehensive practical teaching, also deeply analyzed our years of comprehensive practice routine teaching of gain and loss, found serious comprehensive practice curriculum design, to promote a new round of reform and curriculum construction, write the corresponding teaching material is urgent. Based on the actual situation, we have drawn up a comprehensive practice course construction strategy based on local and radiation surroundings. To this end, our college has set up a special comprehensive practice week for international students, and plans to introduce a set of teaching materials for the comprehensive practice of foreign students, which is expected to make up the gap in the comprehensive practice teaching of overseas students. It is also hoped that the comprehensive practice of foreign students in fraternal colleges can help. The overall design scheme of the comprehensive practice course for foreign students is based on the relatively concentrated areas of international students, and compiles the corresponding teaching materials for comprehensive practice courses. For the whole country, you may also write the Beijing branch, the guangzhou branch (or the kunming branch), the chongqing branch (or the chengdu branch, which can be adjusted according to the need). It also pays attention to the combination of knowledge and reality, theory and practice, and guides foreign students' culture of destination of study from understanding, understanding to participation, identification or rising to love and research. After the implementation of comprehensive practice week, the teaching effect of integrated practical courses has been greatly improved. After several rounds of trial and revision, the practical course guidance written according to the course needs to be published. This set of textbooks suitable for the students, the degree of students also to have certain knowledge of Chinese vocabulary and grammar (in HSK level 3 above), other Chinese learners with basic communicative ability and all kinds of short - and long-term study or communication in China are learning to use. In combination with the actual situation of Chinese students, our teaching material according to the four different levels in turn set practice goal, 1-4 grade surface to different Chinese level of students, each level contains four practice project, each book has 16 projects, for teaching scholars to choose from. Each lesson includes learning content and rich and colorful with pictures and practice of two parts, the text is divided into overview, text, the text includes "learning tips" and "read" section in order to meet the learning needs of different learners. Entered the Shanghai wei the selected topics are the regional culture is the most basic and important content, from easy to difficult, from the surface to the deep order, teachers can undertake choosing according to students' Chinese level. Suggested that the teaching material use, the body can teach class teaching way, practice part emphasizes students to the integrated use of listening, speaking, reading and writing in terms of skills, combined with the knowledge of Chinese culture, actually stepped into the Chinese society, the Chinese people, fully mobilize communicative ability, in the form of independent or cooperation for the practice of the specific tasks. Teachers can adjust and supplement based on the practical tasks of the tutorial. The following "extended reading" can be used as a student extension exercise or as a choice of practical tasks. We know, of course, that our exploration has only just begun to take place in the comprehensive curriculum of international students. The curriculum and teaching materials we designed only cover one major and one area. More, more extensive, more meaningful international students' comprehensive practice curriculum construction work is waiting for us to explore, to study. The comprehensive practice course is an integral part of education internationalization in our country. The aim is to improve the teaching quality. The quality and scale of education is a contradiction in a certain period, but it will complement each other in the right way. To win international reputation with quality is the most effective and effective means to attract students from China. Is that we should have the concept and spirit of service learning, the students throughout the construction and implementation of the comprehensive practice curriculum, let the students in China really come into China, service in China and love China, it is our efforts to target higher, farther.
留学生“走进中国”综合实践课程建设仅仅是帮助来华留学者走进中国的一个课程，但 如何将其做实、做强、做大，尚需更多更深入的研究和摸索。本文根据国外盛行的服务学习 理论，探寻留学生综合实践课程对于走进中国的特殊意义，并以东华大学留学生的综合实践 课程为试点，说明课程设计和针对性教材的重要性和必要性。 一、留学生综合实践课程：“走进中国” 笔者认为在华实际学习时间不足一年者实际上只是个来华访客，对他们来说，走近了中 国但很难真正走进中国。而在华实际学习时间一年以上至几年者才有可能真正走进中国。 一年，既是天地运行、四季循环的一个自然节律，也是学生升级和学校很多课程的常用周期， 同时一年也是一地社会生活、文化年历等很多人文活动的一个常规循环的周期。 因此，笔者认为一些用于短期培训对外汉语教材命名为《走进中国》，其“走进中国”的 目标其实很难实现①。短期来华，匆匆一瞥或见一鳞半爪，充其量只是印象，只是走近甚至 可能只是走过中国。 “走进中国”不仅需要时间保证，对来华留学者而言，更需要课程保证、综合管理的保 证。对来华留学教育的课程设计中，硬性要求对所有留学生必修中国概况或中国文化类课 程，也并不能保证走进中国目标的实现。 实际教学中，老师们经常发现有些留学生对此类课程并不真正感兴趣。甚至因为这些 课程较浓的意识形态色彩很容易引起学生的抵触情绪。因此，老师们也发现一些针对来华 留学的文化类教材，编者虽有《走进中国》的意愿，但实际教学效果恐怕也只能止于“走近”， 甚至只是“走过”② 直接与来华留学生“走进中国”对接的课程是综合实践课程。更准确地说是立足于区 域甚至社区的综合实践课程。 “综合实践课程”本质与国外盛行的“服务学习”的理念如出一辙。它要求综合实践活 动与各门学术课程有意识地融合起来，使二者相得益彰。“综合实践课程”旨在寻找课程学 习的实践意义和价值取向，并不是为了向学生传递意识形态和社会规范。 但一般而言，个人总是生活于社区之中，“社区精神”也必然内在于人心之中。因此，为 社区做点什么、使社区更美好，是学生个性发展的内在要求。成为一个好公民与成为一个好 学生，二者不可分割。从事在华留学生教育同样是在教书育人，教育培养新一代世界公民是 国际教育的责任和义务。 １ ① ② 北京大学出版社出版，短期培训汉语教材《走进中国》１－３册。 哈尔滨工程大学出版社的《走进中国》。 因此，留学生综合实践课程同时也是教学双方服务活动与服务经验的不断反思、不断完 善的过程。指导留学生综合实践的理念正是惠及教师和学生、学校与社区、专业学教育与用 人单位诸方的“服务学习”。 二、留学生综合实践课程的理论基础：“服务学习” １．“服务学习”概念及我国研究现状 “服务学习”是 ２０世纪 ６０年代产生于美国的一种经验教育，有多种定义和方法。是学 生在教师指导下通过参与社区服务学习知识和技能、发展多方面能力、提升公民责任感和健 全个性的课程与教学取向。 美国杰出的服务学习倡导者芭芭拉·贾克比（ＢａｒｂａｒａＪａｃｏｂｙ）认为：服务学习是一种经 验教育的形式，学生在参与中解决人与社区的需要，并在这种有意识的计划中促进自身的学 习和发展，反思和互惠是服务学习中的关键概念①。服务学习是一种将学业学习和社区服 务有机结合的教育理念、教学方法和实践模式。 美国高校采用将服务任务与课程学习相结合的方式，鼓励学生用所学知识服务社区需 要和发展，通过服务过程当中的反思来推动专业知识的深入理解和运用，同时在参与社区建 设和探寻社会问题中获得社会责任感。 服务学习作为一种教育理念，体现了国家对公民的教育要求，实现教育的学术与人文并 重发展；服务学习作为一种教学方法，实现了教师、学生的教与学的互动，映衬了知识的反思 与升华；服务学习作为一种实践模式，实现了高校和社区的良性互动，体现了双方的互惠与 共赢。服务学习对公民意识的提升、社区进步的推动、学习效果的提高都有重要的促进意 义。服务学习已经成为当前世界最主要的课程改革和教育模式之一，也是一种引起全球性 关注的教育培养模式。 国内研究者对服务学习的关注起自上世纪八十年代，对服务学习的研究集中在对其理 论基础研究、意义研究、模式以及方法的研究等方面；结合我国教育实际的研究主要集中在 服务学习对我国大学生社会实践的影响研究及借鉴意义。 一切知识最终是服务于社会、服务于人类的。服务学习将做人的教育与做事的教育密 切结合在了一起。服务学习是一种将专业学习和社区服务有机结合的教育方式。实践是检 验、改进、提高教育质量最为有效的途径。 高等教育与社区服务紧密结合而成的服务学习培养模式最终培养的是学生的担当意识 与社会责任。服务学习在激发留学生专业学习动力、提高人际交往能力、培养创新意识、提 升公民素养和明确职业发展方向等均有积极的作用。说到底，服务学习的根本目的在于提 高教学质量，提高实践能力。 来华留学生的综合实践课程研究尚在起步阶段。目前各高校留学生的综合实践课程在 实际操作中基本各行其是：有的教学采取走马观花的旅行方式，有的采取讲座与实践结合的 方式，有的则采用课外调研的形式。总体来说，留学生综合实践课程建设目前还没有形成较 ２ ① ＢａｒｂａｒａＪａｃｏｂｙａｎｄＡｓｓｏｃｉａｔｅｓ：Ｓｅｒｖｉｃｅ－ｌｅａｒｎｉｎｇｉｎＨｉｇｈｅｒＥｄｕｃａｔｉｏｎ：ＣｏｎｃｅｐｔａｎｄＰｒａｃｔｉｃｅｓ［Ｍ］．Ｓａｎ Ｆｒａｎｃｉｓｃｏ，Ｊｏｓｓｅｙ－ＢａｓｓＰｕｂｌｉｓｈｅｒｓ，１９９６．１１． 为统一的、目标明确、操作可行、评估有效的课程教学及管理模式。 ２．综合实践课程的服务学习意义 服务学习是提高教学质量的有效举措之一。综合实践课程是海外学生在华留学期间高 校留学生教育必修课之一，是留学生走出课堂，真正接触中国的现实社会、亲身感受中国文 化的重要途径。服务学习是“社区服务”和“学术学习”（ａｃａｄｅｍｉｃｓｔｕｄｙ）的整合，即把“学会 服务”（ｌｅａｒｎｔｏｓｅｒｖｅ）和“在服务中学习”（ｓｅｒｖｅｔｏｌｅａｒｎ）两种行为整合起来，把“为了更好的 学生”和“为了更好的公民”两种目的整合起来。以此理念设计来华留学生综合实践课程， 根本宗旨是为了提高来华留学生教育教学质量，建立我国高等教育的国际品牌；推动我国高 等教育实践课程与国际接轨；加快我国高等教育实践课程的国际化步伐。 具体说来，服务学习对在华留学的意义有以下几点： 首先是有利于发挥区域优势。列入服务学习课程设计视野的首先是各地的区域资源。 服务学习最为便利和有效的区域就是学习者学习的实际环境或周边地区。这是服务学习最 为直接的服务和辐射区域。 以上海为例，国际化大都市的文化形态、经济形态、商务活动、科技平台、信息平台等等 都是在上海留学者得天独厚的学习资源。从对上海的熟悉、了解和理解，也是留学生逐步融 入上海、热爱上海、认同上海的过程。 其次是有利于发挥专业特色。服务学习理念下的综合实践教育，不是走过场做样子，而 是实实在在让留学生所学有所用，服务学习是发挥专业特色最为有效的途径和方式。设计 者根据专业特色去挖掘区域资源、发现服务对象、实施服务目的；留学生在服务学习中亲眼 见识理论知识与实践结合之后所产生的力量，亲身体验专业知识在实践应用中的魅力。建 立服务于专业学习的实践基地，在专业实践中强化学生的服务意识和专业实践能力。 第三，综合实践课程更提高是学校教育质量的内在推动力。由学校与社会配合行动的 服务学习是双方内在育人与用人的诉求得以沟通和实现的有效途径。从学校角度看，服务 学习也是一个不断设计———实践检验———再设计———再检验不断完善和发展的过程。这一 过程的最终目的正在于提高教育质量，培养合格人才，树立教育品牌。学校有了自己富有专 业特色的服务学习模式，建立了自己的教育品牌，留学生规模的扩大便是水到渠成之事。 第四，综合实践课程方便于跟踪检测教学质量。综合实践课程是将学习服务于实践，也 是让实践服务于学习，是学校教育与社会实际的无缝对接，因而也是高校教育教学质量的最 为直接的检验。综合实践课程还是学校育人理念最为便捷的实施途径，因为学校教书育人 与社会实践育人通过服务学习的有机结合，方能培养出有理想、有道德、有知识、有文化、有 能力的新一代公民。 总之，服务学习理念下的来华留学生实践课程可以让高校课程设计真正服务于学习、使 高等教育密切服务于社会、服务于不同文化的深度交流。再者，切实有效的服务学习实践课 程模式还可以运用到我国海外孔子学院，促进中国文化与当地区域文化之间的交流。 三、留学生综合实践课程设计的总体思路与实践反思 １．总体思路与研究内容 在华留学生综合实践课程设计的总体思路拟为中外同行一道切磋，学校与社区、企业或有 ３ 关实践基地一起研讨、设计、跟踪、评估，成功经验加速推广①。综合实践课程的设计遵循分析 现状、深入摸底、定点调研、了解需求、设计菜单等步骤，依次推进。对于拟推广的综合实践课 程需要在定点试验、定点检验、随机修正的基础上逐步推广。整个课程设计中既要注重对服务 学习理论的深入研究，更要注重服务学习在来华留学生综合实践课程中的灵活运用。 综合实践课程的研究内容拟分以下六项： 首先，综合实践课程研究要进行现状分析，旨在总结特点，发现不足。综合实践课程的 区域特色是由各地不同的教育资源决定的。设计留学生综合实践课程应因地制宜，如同各 地不同的特色风味，各地高校的综合实践课程菜单应各有特色。 其次，在现状分析的基础上设计来华留学生综合实践课程类型。短期的还是长期的，实 践型的还是研究型的，专业性的还是公共文化性的，都要根据各地实践课程资源和学生专业 特点来设计，努力与专业接轨，与社会实际接口。 第三，确定留学生综合实践课程目标。设立了课程就当有明确的目标，旨在真正实现教 书育人。通过修读综合实践课程，知识、技能以及情感等方面应达到什么样的程度，作为教 者必须做到心中有数，对学生来说则要让其有本可依。 第四，设计留学生综合实践课程模式。模式既可以在一定时间内固定不变，也可以随课 程内容的不同而随机应变。借鉴国内外成功经验，寻求最为切实有效的课程模式。综合实 践是参访、调研类的，还是研究、分析型的，根据课程的具体内容而定，具有一定的灵活性。 也可由双边导师掌握，最终探求多样而统一的实践教学模式。 第五，留学生综合实践课程的实施。具体实践课程实施有相应的细则，可由师生双方或 学校与社区双方共同商讨制定，做到细分目标具体，实施步骤清晰，量化指标合理，以提高课 程质量为最高宗旨，应从心理学、教育学、管理学等视角交叉审视，旨在实现科学管理。 第六，留学生综合实践课程的评价。一般而言，评价以第三方来执行更为科学。服务学 习理念下的实践课程评价，服务是核心。评价可以师生双方或师生及社区三方共同实施，旨 在突出实践价值及其育人意义。这样的评价不仅评价了学生的表现，也评价了课程设计质 量以及实践的客观效果。 ２．实践探索：东华大学留学生综合实践课程建设 国内高校秉持服务学习理念，将学校教育、专业特色与社会实践密切结合的成功项目有 不少，其中最扎实也最为有效的恐怕要数清华大学的“传播知识，消除贫困”的教育扶贫项 目。根据清华大学教育扶贫办公室 ２０１１年 ２月发布的数据，在不到十年的时间内，清华大 学在国内各教育薄弱地区建立的教学站点已达 ９８１家。这样的实践项目如果能与留学生综 合实践课程结合起来，不仅能真正引导在华留学生走进中国，服务社区，而且能有效培养留 学生的担当意识，自然收获教书育人的效果。 笔者所在的东华大学近年因留学生规模稳步增长，在规模喜人的同时，我们不得不在质 量工程上多下功夫。２０１１年春，我们开始配合汉语言专业摸索留学生综合实践课程的建 设，希望通过课程建设的带动，真正使留学生走进社区、走进上海，进而走进中国。 汉语言专业的综合实践是指与学业相关的语言实践、文化实践、社会实践等活动。汉语言专 ４ ① 笔者发现，国内做得扎实有效、堪作典范的首推清华大学的教育扶贫项目。 业留学生综合实践课程是留学生在华留学期间课程体系中的一个重要组成部分，是留学生走出 课堂，真正接触现实的中国社会、亲身感受中国文化的重要途径。各大高校的留学生教育一般都 设综合实践环节必修课之一。尤其是对学历生，综合实践是服务学习理念的集中体现。 我们分析国内留学生综合实践教学的现状，也深刻分析了我们自己多年的综合实践课 程教学的得与失，发现认真设计综合实践课程，推进新一轮改革和课程建设，编写相应的教 材已经刻不容缓。我们根据实际情况为自己拟定了立足本地，辐射周边，放眼全国的综合实 践课程建设策略。 为此，我院为留学生开设专门的综合实践周，并计划推出一套《留学生综合实践教程》 教材，有望弥补留学生综合实践教学用书的空白。也希望对兄弟院校的留学生综合实践教 学能有所裨益。 《留学生综合实践教程》的总体设计方案是立足于留学生相对集中的区域，编写综合实 践课程的相应教材。全国而言，还可依次编写北京分册、广州分册（或昆明分册）、重庆分册 （或成都分册，可根据需要作适当调整）。并注意将知识与现实、理论与实践结合起来，引导 留学生对求学目的地的文化依次从认识、理解到参与、认同或上升到热爱、研究。 综合实践周实行以后，综合实践课程的教学效果大大改善。根据课程需要编写的实践 课程指导经过几轮试用、修订，成为《留学生综合实践教程？走进上海》分册已经出版。这 套教材适合针对来华留学的学历留学生，也可供已掌握一定的汉语词汇与语法知识（相当 于 ＨＳＫ三级以上）、具有基本汉语交际能力的其他汉语学习者以及各类长短期来华留学或 交流者学习使用。 结合汉语言专业学生的实际情况，我们的教材依次按照四个不同层级设定实践目标，面 向 １－４年级不同汉语水平的留学生，每一水平包含 ４个实践专题，每册共 １６个专题，供教 学者选择。每课包含图文并茂的学习内容和丰富多彩的实践任务两大部分，课文分为概述、 正文，正文中还包括“学习小贴士”和“延伸阅读”部分以便满足不同学习者的学习需求。 走进上海分册所选专题均为各区域文化中最基本、最重要的内容，按照从易到难、从表层 到深层的顺序排列，教师可以根据学生汉语水平进行选择。建议教材使用时，正文部分可以课 堂教学方式传授，实践部分则强调学生能综合运用听、说、读、写各方面的技能，结合掌握的中 国文化知识，真正踏入中国社会、融入中国人群，全面调动汉语交际能力，以独立或合作的方式 完成特定的实践任务。教师可以依据教程设计的实践任务操作，也可以据此进行调整和补充。 各专题下列的“延伸阅读”可作为学生扩展练习，也可以作为实践任务的选择对象。 当然，我们深知，对整个留学生综合实践课程来说，我们的探索才刚起步。我们设计的 课程、教材仅仅才涉及到一个专业、面向一个地区。更多、更广、更有意义的留学生综合实践 课程建设工作正等待我们去探索、去研究。 综合实践课程是我国高校教育国际化的一个组成部分，宗旨在于提高教学质量。教育 中的质量和规模在一定时期是一对矛盾，但在正确处理实现良性循环以后就会相得益彰。 以质量赢得国际声誉，是吸引来华留学最为有效且长效的手段。 服务学习是我们应具有的理念和精神，将其贯穿于留学生综合实践课程的建设和实施中， 让在华留学生真正地走进中国，服务于中国甚至热爱中国，是我们更高、更远的努力目标。
