Journal of Chinese Language Education and Evaluation
JCLEE, Vol. 2, No. 1, 2026, pp.98-109.
Print ISSN: 3078-283X; Online ISSN: 3104-5030
Journal homepage: https://www.cleejournal.com
DOI：https://doi.org/10.64058/jc1ee260108csecs
孙 荣（Sun Rong），孙 澳（Sun Ao）
摘要：国际中文教育中长期存在文化教学与语言交际能力培养“两张皮”的困境。为破解此难题，本研究引入“交际赋能”与“微互鉴”两个核心概念，旨在深入探究文化符号如何在国际中文课堂中转化为学生的交际能力，并在此过程中催生跨文化理解。通过对意大利课堂“冰雪文化”融入“比”字句教学的案例进行质性分析，本研究发现，文化符号通过提供意义支点、创设协商语境、激发情感共鸣三重路径，有效中介了学生从语言形式掌握到跨文化交际能力的发展。在此基础上，本研究构建了“解码文化符号—达成交际任务—开展意义协商—推动文化互鉴—提升交际能力”的“微互鉴”生成模型。该模型揭示，文化教学的本质在于将静态符号转化为动态的交际资源，而课堂中激发的多元“微互鉴”瞬间，正是构建高层次文明对话的微观基石。本研究为国际中文教育中语言与文化的深度融合提供了可操作的理论路径与实践范式。
关键词：文化符号；交际；微互鉴；国际中文课堂
作者简介：孙荣，广州新华学院讲师、广州大学人文学院博士研究生，研究方向：国际中文教育，语言与文化。电邮：nancysun2012@163.com。孙澳（通讯作者），东莞实验中学教师，研究方向：语文教育。电邮：964190154@qq.com。
Title：Cultural Symbols Empower Communication: A Study on the Mechanism of “Micro-interaction and Mutual Learning” in International Chinese Language Classrooms
Abstract: The long-standing disconnect between cultural teaching and the development of communicative competence in international Chinese education presents a significant challenge. To address this issue, this study introduces two core concepts, “communicative empowerment” and “Micro-interaction and Mutual Learning”, to explore how cultural symbols are transformed into students’ communicative skills in the international Chinese language classroom, while also fostering intercultural understanding. Through a qualitative analysis of a teaching case that integrated “ice and snow culture” into the instruction of the comparative sentence structure in an Italian classroom. This study identifies three pathways through which cultural symbols effectively mediate the progression from linguistic mastery to intercultural communicative competence: by providing meaningful reference points, creating contexts for negotiation, and evoking emotional resonance. Building on these findings, the study constructs a micro-interaction and mutual learning generative model, which follows the sequence: “decoding cultural symbols - accomplishing communicative tasks - engaging in meaning negotiation - promoting cultural mutual learning - enhancing communicative competence.” This model reveals that the essence of cultural teaching lies in converting static symbols into dynamic communicative resources. Countless moments of Micro-interaction and Mutual Learning sparked in the classroom serve as the micro-foundation for higher-level civilizational dialogue. This research offers both a theoretical framework and practical pedagogical paradigm for achieving deeper integration of language and culture in international Chinese education.
Keywords: cultural symbols, communication, Micro-interaction and Mutual Learning, international Chinese language classroom
Author Biographies: Sun Rong, Lecturer, Guangzhou Xinhua University, and Ed.D. candidate, Guangzhou University. Research interests: International Chinese Language Education, Language and Culture. E-mail: nancysun2012@163.com. Sun Ao (Corresponding Author), Chinese Teacher, Dongguan Experimental Middle School. Research interests: Chinese Language Education, Language and Culture. E-mail: 964190154@qq.com.
Received: 02 Apr 2026 / Revised: 07 Apr 2026 / Accepted: 21 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
