前言
在一次高校漢語(yǔ)教師聚會(huì)上的閑聊中，一位教師猶猶豫豫地說(shuō)出了當(dāng)時(shí)腦海中閃現(xiàn)的一個(gè)想法，問(wèn)大家有沒(méi)有可能出一本書(shū)，在座的各寫一篇文章，談?wù)剣?guó)外(例如在澳大利亞)漢語(yǔ)教學(xué)某個(gè)方面的體會(huì)。這位教師沒(méi)想到的是，他的提議引起了大家的熱烈響應(yīng)。聚會(huì)上在座的都是資深教師，具有豐富的教學(xué)經(jīng)驗(yàn)，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(yǔ)二語(yǔ)教學(xué)，教學(xué)時(shí)間長(zhǎng)達(dá)三十年。
大家都覺(jué)得也該對(duì)我們的職業(yè)生涯作出一些經(jīng)驗(yàn)總結(jié)了，并一致認(rèn)為這會(huì)提供一個(gè)良好的機(jī)會(huì)，讓每位作者檢視自己的教學(xué)工作。
本書(shū)所含文章的主題范圍廣泛，有國(guó)際漢語(yǔ)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(yǔ)言的設(shè)計(jì)和漢語(yǔ)學(xué)習(xí)中的情感影響，還有漢語(yǔ)教學(xué)中文化及電影的運(yùn)用、漢語(yǔ)聲調(diào)和句法的教學(xué)，以及口譯與筆譯在漢語(yǔ)教學(xué)中的應(yīng)用。具體內(nèi)容及分工如下：

1國(guó)際語(yǔ)境中的漢語(yǔ)教學(xué)(劉國(guó)強(qiáng)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(shí)架構(gòu)與教學(xué)法重建：澳大利亞語(yǔ)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(yǔ)二語(yǔ)初學(xué)者課堂語(yǔ)言使用設(shè)計(jì)(馮耀華吳英成)
6情感與漢語(yǔ)二語(yǔ)學(xué)習(xí)(陳雯劉國(guó)強(qiáng))
7漢語(yǔ)二語(yǔ)課堂中的文學(xué)導(dǎo)入(倪錦丹)
8在電影語(yǔ)言中學(xué)習(xí)：人文學(xué)科對(duì)中國(guó)國(guó)際學(xué)生批判性思維影響的
個(gè)案研究(周宇行周少明)
9驅(qū)動(dòng)漸進(jìn)式漢字教學(xué)法初探(郭珍誼張辰杜立平)
10高校初級(jí)漢語(yǔ)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(yǔ)二語(yǔ)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(zhǎng)黃慧)
13漢英口譯教學(xué)中新技術(shù)的實(shí)踐與創(chuàng)新(劉海藍(lán))
14跨語(yǔ)實(shí)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(shū)作者在寫作中合作得非常愉快。書(shū)中的文章都經(jīng)過(guò)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(duì)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(shū)的出版，提供了編輯指導(dǎo)和出版進(jìn)程監(jiān)督，我們?cè)诖吮硎局孕牡母兄x。

劉國(guó)強(qiáng)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