海南师范大学学报(社会科学版)

本文聚焦汉语国际教育本科专业学科核心素养评价体系的建构。基于核心素养理论与学科特性，将汉语国际教育学科核心素养界定为以本学科课程为载体，把核心素养融入本学科之中，使学生在本学科领域内，通过学习本学科的知识、技能、思想和方法，获得能够应对和解决特定问题或任务的关键能力、必备品格和正确的价值观念，其核心特质体现为国际中文教学与跨文化传播的双重能力、中国文化认同与国际理解的双向价值。研究采用“自上而下”和“自下而上”的整合型研究路径。首先，在前人研究的基础上界定了学科核心素养的基本概念和结构，通过内容分析和第一轮专家咨询确定了115项初始评价指标。其次，运用NVivo编码技术和德尔菲法确定了评价体系的结构框架。最后，采用层次分析法（AHP）确定了各维度及指标的权重，构建了包括5个一级评价指标、23个二级评价指标和103个三级评价指标的学科核心素养评价体系。研究发现，“跨文化理解与传播能力”是权重最高的学科核心素养维度，体现了新时代国际中文教育对文化传播能力的高度重视。该研究为汉语国际教育本科专业人才培养方案的制定、专业课程的设置、学生发展评估等提供了理论依据与实践工具，具有重要的现实意义与推广价值。

This study focuses on the construction of a core competency evaluation system for undergraduate majors in international Chinese language education. Based on the core competency theory and the discipline fea‑tures,the core competencies of international Chinese language education are defined as competencies cultivated through the courses of the discipline,with core competencies integrated into subject learning, so that students can,within this disciplinary context,acquire the key abilities,essential character traits,and appropriate value orienta‑tions necessary to address and solve specific issues or tasks through learning the discipline's knowledge,skills,ideas,and methods. The core attributes of these competencies are embodied in the dual capabilities of international Chinese language teaching and cross-cultural communication,as well as the dual values of Chinese cultural identity and international understanding. An integrated study approach of "top-down" and "bottom-up" is employed in this study. Firstly, based on previous studies, the basic concepts and structure of disciplinary core competencies are de‑fined,and 115 initial evaluation indicators are determined through the content analysis and the first round of expert consultation. Secondly,NVivo coding techniques and the Del phi method are utilized to determine the structural framework of the evaluation system. Finally,the Analytic Hi erarchy Process(AHP)is employed to determine the weights of each dimension and indicator,thereby constructing a disciplinary core literacy evaluation system com‑posed of 5 primary evaluation indicators,23 secondary evaluation indicators,and 103 tertiary evaluation indicators. As found in the study,the "cross-cultural understanding and communication competence" enjoys the highest weight among the dimensions of disciplinary core competencies,which reflects the great importance attached to cultural communication competence in international Chinese language education in the new era. This study provides theo‑retical foundations and practical tools for the formulation of talent training programs, the design of professional courses, as well as the evaluation of student development for undergraduate majors in international Chinese lan‑guage education, thus enjoying significant practical relevance and broader application potential.