Chinese Conference 2025

亲近母语创始人，著名儿童阅读推广人，国家级课题主持人，《中国教育报》2005年度中国推动读书十大人物。主持研发《亲近母语中文分级阅读标准》，主编、策划《日有所诵》《中文分级阅读文库》《新母语》等图书，其中《日有所诵》每年有超过三百万小学生使用。在《人民教育》《中国教育报》《南京师范大学学报》等专业教育报刊上发表文章一百多篇。策划并主办的儿童阅读论坛、儿童母语教育论坛、”阅读点亮未来“年度评选、点灯人素养大赛、儿童阅读师资认证等项目在全国范围内有很大影响。

以分级阅读促进儿童中文学习和文化认同

旨在阐明亲近母语关于儿童的中文学习和教育的理论研究、基本理念和实践探索。
1.关于理论研究:

1. 儿童的中文学习和教育，虽然有不同家庭、不同文化背景的区别，但儿童听说读写能力的发展，总体上，应尊重儿童语言发展和心理、精神发展规律，以习得、内隐形学习为主，辅之以适当的训练，而不能纯粹用工具化训练。
2. 儿童语言学习，尤其是书面语言学习和比较高级的口语学习，应将阅读放在核心位置。

2.亲近母语关于儿童中文学习的基本理念

1. 以儿童为本位；
2. 以阅读为核心；
3. 以文学教育为基础；
4. 以语用为路径；
5. 以育人为旨归。

3.实践探索

1. 以儿童分级诗歌的诵读，培养孩子预感，帮助孩子积累语言，储存语料，打下中国文化根基。
2. 以儿童分级单篇的阅读，培养孩子基本的阅读理解，在阅读中识字、发展听说和阅读、表达能力。
3. 鼓励孩子做整本书的分级阅读，扩展孩子的视野，培养孩子的阅读兴趣和习惯。

整本书分级阅读和各年级指导策略

1.学习预备：

1. 能否让大家阅读两本书。并自己选择其中一本，设计一个在班级开展读书会的案例。 《中国的神话和传说》（吕伯攸 朱文叔著）山东画报出版社 《小狐狸买手套》（安徒生著，叶君健译，浙江文艺出版社） 或者选两本书中的一本。完全不读书，做工作坊比较难。
2. 能否让大家每人自带笔记本电脑，以方便用ai来设计。

2.流程

1. 简短开场：说明本场工作坊的目标和参与方式 3分钟
2. 大家自我介绍和交流：在带领孩子整本书阅读中遇到的问题，以及自己关心的问题
3. 微讲座：整本书分级阅读和各年级指导策略
4. 案例设计交流：选择比较好的，和比较有代表性的
5. 案例点评和分享

特别说明：

1. 其实整本书共读的设计，对于老师们比较难，而且必须要有一定的阅读和实践经验为基础。
2. 要把工作坊做好，也需要老师们有共读的书，现场才能开展交流。
3. 实在不行，现场我会更多用案例和大家都熟悉的书，来交流和促进大家分享。

Chun Lai (Ph.D. Educational Psychology and Educational Technology, Michigan State University) is an Associate Professor at the Faculty of Education, the University of Hong Kong. Her research interests are technology-enhanced language learning, with a focus on self-directed language learning with technology beyond the classroom. She has published widely on this topic, including two books: Autonomous Language Learning with Technology beyond the Classroom (2018, Bloomsbury Publishing) and Insights into Autonomy and Technology in Language Teaching (2023, Castledown Publishers).

Synergizing in-class and out-of-class learning with technology to foster self-directed learners

Self-direction is a key learner competence in the era of GenAI. Self-direction involves learners taking initiatives to plan and execute learning trajectories that synergize in-class and out-of-class learning to empower personal growth and self-actualization. Teachers play an essential role in supporting self-directed learners. The prevalence of digital technologies, augmented by the emergence of generative AI, expands opportunities for language learning and use, empowers new modes of learning, and blurs the boundaries of in-class and out-of-class language learning. The language education community is challenged to reconceptualize the paradigm of language learning and utilize the affordances of technologies to synergize in-class and out-of-class language learning. This talk will guide us, teachers, to explore different approaches to synergizing in-class and out-of-class, and re-imagine curriculum and pedagogy to foster self-directed learners who can flexibly and effectively transverse in-class and out-of-class learning terrains for personal empowerment.

GenAI-empowered personalized language learning

Personalization of education has been acclaimed as a key transformative educational potential of GenAI. What exactly is personalization and how to use GenAI to empower personalized learning while circumventing potential challenges and hurdles in the process are key questions to answer. In this workshop, we will explore different ways to use GenAI to empower personalized language learning, brainstorm potential ways of realizing it in language classrooms, and discuss strategies to enhance its effectiveness.