华文教学与研究

阿联酋是“一带一路”沿线的重要节点国家。《阿拉伯联合酋长国全国中小学中文课程框架》的颁布标志着阿联酋的中文教育进入了系统化、规范化的发展阶段。区域国别的中文教育对比研究具有重要的意义。本文从课程目标和课程内容两大方面系统地对比了该框架和《国际中文教学通用课程大纲（中小学阶段）》。结果发现，在课程目标上，前者体现了阿联酋本土的特点和国际化的理念，后者突出了国际中小学中文教学的普遍性规律。在课程内容上，前者以语言水平为纲，展示了不同等级下对于听、说、读、写四项语言技能的详细要求；后者以主题为纲，按照不同等级，将语言知识、文化知识通过主题有机组合在一起。基于对比的结果，本文对推动新时代国际中文教育标准走向世界提出了建议。

The United Arab Emirates is a crucial node along the Belt and Road. The issuance of the National K-12 Chinese Language Curriculum Framework of the United Arab Emirates marks the entry of Chinese language education in the UAE into a systematic and standardized development phase. A comparative study of Chinese Language education in different regions and countries is of great significance. This paper systematically compares the framework with the International Curriculum for Chinese Language Education(For Primary and Secondary Schools) in terms of curriculum objectives and content. The findings reveal that in terms of curriculum objectives, the former highlights local characteristics and an international vision, while the latter reflects universal patterns in Chinese language teaching for primary and secondary schools worldwide. Regarding curriculum content, the former is skill-based, detailing requirements for listening, speaking, reading, and writing across different proficiency levels. The latter is theme-based, organizing language knowledge and cultural content thematically according to various levels. Based on the comparative results, this paper offers recommendations for promoting international Chinese language education standards in the new era.