《社科汉语研究》

摘要：本研究以某高校科研汉语课程为个案，探讨以联合国可持续发展目标 Sustainable Development Goals（SDGs） 为内容载体、以项目式学习Project- Based Learning （PBL）为教学路径的课程模式对学习者汉语能力与全球公民素养 发展的影响。研究采用质性个案研究方法，基于学生反馈问卷、教师教学日志及 考试委员会评审意见，从课程设计、实施过程与学习成效三个维度进行分析。研 究发现，基于SDGs 的PBL 教学模式不仅有助于促进学习者的学术语体意识、高 级汉语运用能力、批判性思维与跨文化理解，也在一定程度上增强了其在真实学 术语境中使用汉语的信心。同时，该课程也推动教师角色由传统“知识传授者” 转向学习过程中的“协作者”与“促进者”。本文认为，以SDGs 为内容载体、以 PBL 为实施路径的科研汉语课程，不仅拓展了国际中文教育的内容边界与功能定 位，也为培养具备全球责任意识和跨文化行动能力的学习者提供了可行路径。
关键词：科研汉语；可持续发展教育；内容与语言整合学习；项目式学习

Abstract: This study takes a research-oriented Chinese language course at a university as a case to examine the impact of a pedagogical model that integrates the United Nations’ Sustainable Development Goals (SDGs) as content with Project-Based Learning (PBL) as the instructional approach on learners’ Chinese language proficiency and global citizenship competence. Adopting a qualitative case study design, the research draws on multiple data sources, including student feedback questionnaires, teacher reflective journals, and examination board reports. The analysis is conducted from three dimensions: course design, implementation process, and learning outcomes. The findings indicate that the SDG-based PBL model not only facilitates the development of learners’ academic language proficiency, critical thinking, and intercultural understanding, but also enhances their confidence in using Chinese in authentic academic contexts. In addition, the teacher’s role shifts from a traditional knowledge transmitter to a collaborator and facilitator. The study further suggests that a research-oriented Chinese language course integrating SDGs as content and PBL as a pedagogical pathway not only expands the functional scope of international Chinese language education but also provides a practically grounded approach to fostering learners with a sense of global responsibility.
Keywords: Research-oriented Chinese; Education for Sustainable Development (ESD); Content and Language Integrated Learning (CLIL); Project-Based Learning (PBL)