从日汉同形词视角看≪国际中文教育中文水平等级标准≫
Reexamining the Chinese Proficiency Grading Standards for International Chinese Language Education from the Perspective of Sino-Japanese Homographs
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초록
≪国际中文水平等级标准≫的制定与发布无疑是国际中文教育进一步走向规范化 的标志性成果，将为世界各地的中文教学提供重要的参照和依据。日本和韩国都位于 汉字文化圈内，日韩两国的中文教学要和非汉字文化圈的中文教学分别对待，教学内 容及方法需要根据学习者是否具备汉字知识而各自分开量身定制。基于这个前提，本 文重新审视一下≪国际中文教育中文水平等级标准≫词汇表，重点讨论高级水平词汇 中的日汉同形词问题。
Abstract
The formulation and release of the “Chinese Proficiency Grading Standards for International Chinese Education” undoubtedly marks a milestone achievement in the standardization of international Chinese education, providing important references and foundations for Chinese teaching worldwide. Both Japan and Korea are within the Chinese character cultural sphere, and Chinese teaching in these countries should be treated differently from that in non-Chinese character cultural spheres. Teaching content and methods need to be tailored separately based on whether learners possess knowledge of Chinese characters. Based on this premise, this paper reexamines the vocabulary list of the Chinese Proficiency Grading Standards for International Chinese Education, focusing on the issue of Sino-Japanese homographs in advanced-level vocabulary.