Localization construction and development path of Chinese teaching syllabi for secondary schools in Sri Lanka——a systematic analysis based on official documents from the national institute of education
斯里兰卡初高中中文教学大纲的本土化建构与发展路向——基于对国家教育学院官方文件的系统分析

摘要

本研究以斯里兰卡国家教育学院发布的三份官方中文教学大纲为核心研究对象，采用文本分析法与比较研究法，系统梳理其本土化建构逻辑与内部进阶体系，并对比其与国际主流语言教育标准的异同。研究发现，该系列大纲的宏观设计契合斯里兰卡基础教育目标与能力框架，体现了本土化适配的主动探索，但相较于国际主流框架仍存在三方面局限：能力描述的可操作性与可衡量性不足、核心量化指标体系有待完善、跨文化能力培养路径缺乏系统整合。本研究可为斯里兰卡中学中文教育优化提供实证依据，也为“一带一路”沿线非汉字文化圈国家构建本土化中文课程体系提供理论参考与实践范式。

Abstract

This study focuses on three official Chinese language teaching syllabi issued by the National Institute of Education of Sri Lanka. Employing textual analysis and comparative research methods, we systematically delineate their localized construction logic and internal progression system, and compare them with mainstream international language education standards. The findings reveal that the macro-level design of this series of syllabi aligns with Sri Lanka’s basic education objectives and competency framework, reflecting a conscious effort toward localized adaptation. Nevertheless, when benchmarked against prominent international frameworks, three notable limitations are identified: first, competency descriptions lack sufficient operability and measurability; second, the core quantitative indicator system remains underdeveloped; third, approaches to fostering cross-cultural competence are not systematically integrated. This study seeks to provide empirical evidence for advancing Chinese language education in Sri Lankan secondary schools, and offer theoretical insights and practical models for developing localized Chinese curriculum systems in non-Chinese character cultural contexts along the Belt and Road Initiative.