International Open Access Journal Platform

活动式教学法（ABL）在中国语文学科课堂中的实践探索：基于香港与巴西案例的比较研究

Exploring the Practice of Activity-Based Learning (ABL) in the Chinese Language Curriculum: A Comparative Case Study in Hong Kong and Brazil

Education Study / 2025,7(2): 144-148 / 2025-02-17 85 131

View Download PDF

• Authors: 初艾璇¹      初诗佐²     
• Information:

  1．吉林外国语大学国际传媒学院，长春；
  2．吉林市龙潭区教师进修学校，吉林

• Keywords: International Chinese education; Activity-Based learning; Constructivist learning theory; Experiential learning theory; Chinese language curriculum; Chinese mother-tongue teaching 国际中文教育；活动式教学法；建构主义学习理论；体验式学习理论；中国语文学科；中文母语教学
• Abstract: Effectively applying teaching methodologies in various linguistic and cultural contexts has emerged as a crucial research topic due to the quick expansion of international Chinese education and the growing diversity of demands in Chinese mother-tongue education. This study based on constructivist and experiential learning theories, utilises case analysis to investigate the feasibility of implementing Activity-Based Learning (ABL) throughout the teaching process in Chinese classrooms in Hong Kong and Brazil. The findings reveal that pre-class background activities efficiently address learning obstacles, and in-class activities improve the acquisition and application of comprehensive language skills. Moreover, post-class extension tasks help to cement learning outcomes by enabling information transfer and application. The study demonstrates that ABL can be highly adaptive, matching the demands of Chinese instruction in multilingual settings while increasing student interest and participation. Finally, the research provides practical suggestions for future implementations, aiming to foster cross-disciplinary insights between international Chinese education and Chinese mother-tongue teaching. 随着国际中文教育的快速发展和中文母语教学多样化需求的增加，如何在不同语言和文化环境中有效实施教学策略成为重要研究课题。本研究依托建构主义学习理论和体验式学习理论，通过案例分析的方法，探讨活动式教学法（ABL）在香港和巴西中文课堂教学全过程实施的可行性。结果表明，课前阶段通过设计背景活动可以有效破解学习难点；课内通过互动和体验式活动强化学习重点，能够提升学习者的语言综合运用能力；课后通过延伸任务活动和自主反思巩固教学效果，可以促进知识的迁移与应用。本研究发现，ABL策略具有高度的适应性，不仅能够满足多语言环境的中文科教学需求，还能有效提升学习者的学习积极性和课堂参与度。研究最后提出了未来实践中的优化建议，以期为国际中文教育与中文母语教学在其他教学策略方面的跨领域互鉴提供理论支持和实践参考。
• DOI: https://doi.org/10.35534/es.0702029
• Cite: 初艾璇，初诗佐．活动式教学法（ABL）在中国语文学科课堂中的实践探索：基于香港与巴西案例的比较研究［J］．教育研讨，2025，7（2）：144-148．