Das Akademische Konfuzius-Institut Göttingen lädt am 13. Mai 2017 zu seinem 2. Workshop „Fachdidaktik Chinesisch“ ein: 哥廷根大学学术孔子学院诚挚邀请您参加 本年度第二次“汉语作为外语”专题工作坊 Dr. Haiying Zhang (张海英) Beijing Foreign Studies University / Georg-August-Universität Göttingen 北京外国语大学 / 哥廷根大学 „Grundlagen und Didaktik der chinesischen Schrift “ 汉字基础及汉字教学 Weitere Informationen/further information: Einladung Workshop Zhang Haiying Anmeldung/registration/报名: Anmeldung zur Fortbildung Zhang Haiying

Abstract: In this talk, Professor Xu Guoqi will discuss the shared visions, experiences, journeys, and frustrations Chinese and Americans have had with each other from the mid-19th century to the present. Professor Xu will especially focus on some case studies such as Anson Burlingame’s mission, the Chinese boy students in U.S, and Sino-American relations during […]

Abstract: Along with the practice of the Reform and Open Policy in China in the 1980s, more and more Chinese have been much influenced by American way of life. Undeniably, as Michel Gueldry writes, China has imported capitalism but not democracy(2009). But I think that for the ordinary Chinese people to live an American way […]

Abstract/摘要： 一带一路倡议的提出，经历了长时间、许多人的思考和讨论，它是中国知识精英政界精英审慎分析国内国外的新形势、新情况，结合中国自身特点、体现中国思维的发展路径、发展目标，也是中国对自己、对世界（亚欧大陆）未来面貌的设想和勾画。五年来，随着一带一路概念、内涵的不断丰富，一带一路的建设项目也不断落地，500多亿美元带来了初步的成效。但对中国这样一个后发的新兴国家来说，一带一路倡议在蕴含巨大机会和多种利好的同时，更潜含着极大挑战和诸多风险。面对这样一个需要几代人持续接力、不断克服各种困难的巨大工程，中国必须保持高度的清醒、谨慎，审慎向前推进。 一、一带一路倡议的缘起 1、寻求中国30年改革开放后发展的新方向：从依赖海洋转向陆海并重 2、“西进”概念的提出与演化 3、一带一路：从学界主张转化为政府决策 二、三年来一带一路倡议的进展 1、“丝绸之路经济带”的进展：重点区域与国家、重要项目、典型案例 2、“21世纪海上丝绸之路”的进展：重点线路、重要港口、典型案例 三、一带一路倡议面临的挑战与应对思考 1、中国实施一带一路倡议面临的不利因素分析 2、应对挑战的对策思考

China’s national legislature passed and promulgated the General Provisions of Civil Law on 15th March 2017. It will be the opening chapter of the Chinese civil code which is planned to be enacted in 2020. My presentation will emphasize on the remarkable features and significant changes of the Chinese new civil law legislation. First, it […]

Update: A summary of the Conference TACE, you will find here. What levels of Chinese proficiency may be expected after so many years of secondary or tertiary education? How should proficiency be measured? Are all frameworks equal: HSK, the Common European Framework of Reference (CERF), the ACTFL Proficiency Guidelines 2012? What are the correspondences between […]