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上海大学学报(社会科学版) ›› 2026, Vol. 43 ›› Issue (3): 142-156.

• • 上一篇    

“表达驱动”教学理论视域下的中华文化国际传播 

  

  1. 李 宝 贵：辽宁师范大学 文学院， 国际教育学院

    陈 海 峰：辽宁师范大学 国际教育学院，福建师范大学 海外教育学院


  • 出版日期:2026-05-15 发布日期:2026-05-26
  • 作者简介:李宝贵，辽宁师范大学文学院/国际教育学院教授、博士生导师，世界汉语教学学会常务理事。研究方向：国际中文教育、中文国际传播、语言政策与规划。 陈海峰，辽宁师范大学国际教育学院博士研究生、福建师范大学海外教育学院讲师、世界汉语教学学会会员。研究方向：国际中文教育。
  • 基金资助:

    国家社会科学基金一般项目（22BYY154）；国家语委重点项目（ZDI145-37）


The International Communication of Chinese Culture from the Perspective of the“Expression-Driven”Teaching Theory: Characteristics, Mechanisms, Limitations and Breakthroughs

  1. LI Baogui:School of Chinese Language and Literature,College of International Education , Liaoning Normal University

    CHEN Haifeng:College of International Education, Liaoning Normal University;College of Overseas Education, Fujian Normal University


  • Online:2026-05-15 Published:2026-05-26

摘要：

“表达驱动”教学理论为中华文化国际传播提供了新理念与新方法。综合运用文献分析与案例研究方法，探讨“表达驱动”教学理论视域下中华文化国际传播从“知识覆盖”转向“表达能力建构”、从“教师主导”转向“学习者中心”、从“课堂封闭”转向“真实/模拟互动”以及从“知识考核”转向“表达效果导向”等核心特征，进而明确以“表达需求”重构中华文化的“学习—传播”链条的核心逻辑。然而，该理论在文化传播中存在“表达能力”与“文化素养”的双重短板、文化符号“去语境化”与表达需求错位、跨文化差异对“表达有效性”的制约、“表达驱动”所需条件的供给不足以及“表达行为”与“传播目标”的脱节等实践限度。基于此，可从传播主体能力提升、内容适配优化、语境适配创新、资源支撑强化以及效果评估改进等维度提出优化策略，为新时代中华文化国际传播提供理论支撑框架和可操作的实践方案，助力实现中华文化国际传播效能的跃迁。


关键词: “表达驱动”教学理论, 中华文化国际传播, 内涵特征, 作用机制, 实践限度, 优化策略

Abstract:

The“Expression-Driven”teaching theory provides new concepts and methodologies for the international communication of Chinese culture. Integrating literature analysis and case studies, this study explores the core characteristics of international Chinese cultural communication through the lens of “Expression-Driven”teaching theory. The analysis reveals a paradigm shift across four key dimensions: from “knowledge coverage”to“expression competency construction”; from“teacher-centeredness”to“learnercenteredness”; from “closed classroom settings” to “authentic and simulated interactions”; and from “knowledge assessment”to“expression effect orientation.”Furthermore, it elucidates the underlying logic for reconstructing the Chinese cultural“learning-communication”chain, anchored firmly in expression needs. However, practical applications of the“Expression-Driven”teaching theory in cultural communication reveal significant limitations. These include dual deficits in“expression competence”and“cultural literacy,”the “decontextualization”of cultural symbols, a mismatch between expression needs and realities, constraints on “expression effect”imposed by cross-cultural differences, insufficient enabling conditions for“expression drive,”and a disconnection between“expression  behavior”and“communication goals.”To address these challenges, this study proposes breakthrough pathways across five dimensions: enhancing subject competency, optimizing content adaptation, innovating contextual support, strengthening resource allocation, and refining effect assessment. These initiatives aim to provide both theoretical grounding and operational solutions to catalyze a significant leap in the effectiveness of international Chinese cultural communication in the new era.


Key words: “Expression-Driven”teaching theory, international communication of Chinese culture;core characteristics, operational mechanism, practical limitations, breakthrough pathways

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