华文教学与研究

国际中文教育正从基础设施建设阶段，迈向以质量提升、特色彰显为核心的内涵深化转型新阶段。教学理念需突破传统模式以适配全球多元学习场景，教学资源需打破同质化局限以凸显区域特质，教学实践需超越单一语言传授以对接实用需求。在当前教育数字化转型背景下，如何借助人工智能与数智技术，在书面语材料组织、教学模式探索、智慧评估等方面实现理念革新、资源重构与评价创新，已成为亟需回应的关键命题。本文基于语文学科专属平台的典型实践案例分析及其可迁移经验，提出面向高阶学习者的国际中文教育融媒体阅读平台构想：创新“读-思-写”一体化的思维培育模式，构建“1+N”多层级、立体式阅读体系，设计融合ICAP框架的学习追踪与分析策略，践行多元评价方式，以此助力国际中文教育的数智迭变。此举不仅有助于提升教学效能，更为跨文化交际能力培育与教育范式持续创新提供了实践路径参考，进一步释放其在新时代教育格局中的价值与潜能。

International Chinese education is shifting from a phase of infrastructure building to a new stage of substantive, quality-oriented transformation that highlights distinctive features. In this stage, pedagogical philosophies must adapt to diverse global contexts, instructional resources should transcend homogeneity to reflect regional characteristics, and teaching practices need to address practical demands beyond language transmission. Within the broader process of educational digitalization, a central challenge is how artificial intelligence and digital-intelligent technologies can support conceptual innovation, resource restructuring, and assessment reform, particularly in written-language materials, pedagogical models, and intelligent evaluation. Drawing on insights from a discipline-specific platform in Chinese language studies, this paper outlines a pathway for the digital-intelligent transformation of international Chinese education for advanced learners. The proposed approach includes an integrated “reading-thinking-writing” model for cognitive development, a multi-level and three-dimensional reading system （“1+N”）, learning-tracking and analysis strategies informed by the ICAP framework, and diversified assessment approaches, helping support this digital-intelligence shift. This transformation is expected to enhance instructional effectiveness, foster intercultural communicative competence, and sustain innovation in educational paradigms, thereby underscoring the value and potential of international Chinese education in the evolving landscape of the new era.