Research on the localization of Chinese textbooks and the cultivation of intercultural competence in Sri Lankan senior high schools: A case study of Chinese Writing, Culture and Literature Guide for High Schools
斯里兰卡高中汉语教材本土化建构与跨文化能力培养研究——以《高中汉语写作、文化与文学指南》为例

摘要

在斯里兰卡，全球通用型汉语教材与本土教育语境之间的裂隙正变得不可忽视。将本土化资源开发视作提升教学实效与跨文化沟通有效性的核心杠杆，已非一种教学补充，而是现实驱动的必然。本文选取该国高中阶段普及度最高的汉语核心教材——《高中汉语写作、文化与文学指南》——为分析案例，通过系统性的文本解构，探索其本土化建构的深层逻辑。分析表明，这套教材的本土化策略并非随机的调适，其内在秩序贯穿于三个相扣的环节：它完成了一次对本土文化教育场景的认知适配，搭建了一套辅助学习者攀爬的认知脚手架，并主动向斯里兰卡本国的评价基准寻求校准。三者叠加，为学习者跨文化能力的生成铺设了坚实的基础。不过，教材的局限同样清晰：它在触及深层精神文化纹理时显得力道不足，而配套数字化资源的缺位也构成一个现实的短板。本研究，一方面为斯里兰卡汉语课程体系的本土化迭代提供了经验锚点，另一方面，其运作模式也为“一带一路”沿线广大非汉字文化圈国家的汉语教材本土化实践，贡献了一套具有理论迁移价值的分析框架与操作性参照。

Abstract

The growing disconnect between globally oriented Chinese language textbooks and the actual conditions of Sri Lanka’s local educational setting has become too stark to ignore. Creating localized resources, once treated as a secondary concern, now stands as a pragmatic imperative—a decisive mechanism for improving teaching quality and strengthening cross-cultural communication. This study focuses on the Composition, Culture and Literature for G. C. E. Advanced Level New Syllabus, the predominant Chinese textbook used at Sri Lanka’s senior secondary level. Through systematic textual analysis, it examines the organizing logic of the textbook’s localization. What emerges is not a loose collection of ad hoc adjustments. A coherent order runs through three linked strategic moves: recalibrating content to the local cultural and pedagogical context, building a scaffolded learning framework for students, and deliberately aligning with national assessment standards. Together, these efforts construct a structured basis for developing learners’ intercultural competence. The textbook’s limitations are no less evident, however: it lacks analytical depth in probing deeper spiritual and cultural layers, and the absence of strong digital support materials is a concrete shortcoming. These findings offer both an empirical anchor for improving Sri Lanka’s localized Chinese curriculum and an analytical framework and operational model transferable to textbook localization in non-Sinosphere countries along the Belt and Road.