二零二五年第十九卷第二期Vol.19 No.2 2025ISSN-1994-4926MACAU UNIVERSITY OF SCIENCE AND TECHNOLOGYHUMANITIES AND SOCIAL SCIENCES

版權所㈲ 翻㊞必究 All rights reserved. No part of the publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior consent of the publisher. 《澳 門 科 技 大 ㈻ ㈻ 報》（㆟ 文 ㈳ 會 科 ㈻ 版） 第 ㈩ ㈨ 卷 第 ㆓ 期 （季 刊） JOURNAL OF MACAU UNIVERSITY OF SCIENCE AND TECHNOLOGY (HUM. & SOC. SCI.) VOL.19 NO.2 主 辦 方：澳門科技大學 Distributor：Macau University of Science and Technology 主 席：李行偉 Chairman：Lee, Joseph Hun Wei 編 輯 方：澳門科技大學學報（人文社會科學版）編輯部 Editorial：Editorial department, Macau University of Science and Technology 編 輯：曾幸麒 Editor：Chang, Henry Hang Kei 出 版 者：澳門科技大學 Publisher：Macau University of Science and Technology 地 址：澳門氹仔偉龍馬路 Address：Avienda Wai Long, Taipa, Macau 出版年月：二零二五年六月 Issued date：June, 2025 鳴 謝：澳門基金會資助出版 Acknowledgement：Publication sponsored by the Macau Foundation 聯絡電話(Phone)：(853) 8897-3932 電 郵(Email)：publication@must.edu.mo 印 刷(Print run)：200本 規 格(Size)：21cmｘ14cm 定 價(Price)：澳門幣四十元 期 刊 號(ISSN)：1994-4926 期刊網址(Website)：https://www.mustjournal.com/CN/home

!""#" Contents 清代澳門地圖的繪畫圖像運用與城市景觀表現 The use of painting images and the representation of urban landscape on Macao maps in the Qing Dynasty 汪藍、鄭盈 1 Wang, Lan; Zheng, Ying 港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 Reimagining Hong Kong Cinema with Cross-Regional, Multiple Interpretations: Analysis of the Spectators of Raging Fire in Mainland China 楊倩、黃華怡、羅樂 21 Yang, Qian; Huang, Huayi; Luo, Le 澳門新詩中的市民性因素分析 Analysis of Citizen Factors in Macau’s New Poetry 鄭應峰 Zheng, Yingfeng 41 新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 Criticism of Communication Studies Based on a New Form of Production: the Perspective of the MCN Model in the Internet Content Production 劉婷婷 Liu, Tingting 57 Escape to the Edge: A Systematic Review of Island Tourism 邁向邊緣：海島旅遊的系統性文獻回顧 魏天鳴、張陽、殷悅 73 Wei, Tianming ; Zhang, Yang ; Yin, Yue

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 教學還是服務？從「教學即服務」視野下建立的教學品質評估模型 葉桂芬、容綺芬 111 Ip, Kwai Fun; Iong, I Fan Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 父母閱讀信念量表（PRBI）的因素結構驗證分析：以中國父母為研究樣本的量表修訂 蔡燕玲 Cai, Yanling 149 世漢㈻會國際㆗文教育研究專欄 (由教育部㆗外語言交流合作㆗心㈾助設立) 基於體驗學習理論的國際中文教育人才培養模式 The Talent Cultivation Model for International Chinese Language Teacher Based on Experiential Learning Theory 聞婷、蘇珩驊 177 Wen, Ting; Su, Henghua 國際中文教育數字化研究（2000-2023）：基於全球視野的文獻計量比較 Research on the Digitalization of International Chinese Language Education (2000-2023): A Bibliometric Analysis from a Global Perspective 姜帥、賀佳怡 203 Jiang, Shuai; He, Jiayi

澳門科技大學學報編輯委員會 !" Chief Editor !"# $%&'()*+ LEE, JOSEPH HUN WEI President, Macau University of Science and Technology ,-./01223 Fellow of the Royal Academy of Engineering #$"% Executive Editor 4 5 $%&'()6*+789:22+ PANG, CHUAN Vice-President and Dean of School of Graduate Studies, Macau University of Science and Technology "%&' Editorial Board Members !"# $%&'()*+ LEE, JOSEPH HUN WEI President, Macau University of Science and Technology ,-./01223 Fellow of the Royal Academy of Engineering ;<= $%&'()6*+ TAM, PAUL KWONG HANG Vice-President, Macau University of Science and Technology >?&)223 Member of the Hong Kong Academy of Sciences @AB $%&'()6*+7CDEF89-/GHIJKLM JIANG, ZHIHONG Vice- President and Director of State Key Laboratory of Quality Research in Chinese Medicines, Macau University of Science and Technology 4 5 $%&'()6*+789:22+ PANG, CHUAN Vice-President and Dean of School of Graduate Studies, Macau University of Science and Technology NAO $%&'())PQRSTKLM LIN, ZHIJUN Administrative Officer, Academic Accreditation Office, Macau University of Science and Technology UVW $%&'()*+XYZ[(AACSB) SO, JACKY YUK CHOW Senior Advisor to the President (AACSB), Macau University of Science and Technology \]^_ $%&'()`abc)89dd+ LUI, FRANCIS TING MING Director, The Institute of Development Economics, Macau University of Science and Technology e f $%&'()g)22+ FANG, QUAN Dean, Faculty of Law, Macau University of Science and Technology h-i $%&'()jklmnop)22+ GOH, KOK BENG Dean, Faculty Hospitality and Tourism Management, Macau University of Science and Technology

The Editorial Board List for Journal of Macau University of Science and Technology qAr $%&'()stuP)22+ ZHANG, ZHIQING Dean, Faculty Humanities and Arts, Macau University of Science and Technology qvw $%&'()-x)22+ ZHANG, HONGMING Dean, University International College, Macau University of Science and Technology N

澳門科技大學學報(人文社會科學版)第十九卷第二期 二零二五年六月，頁 1-19 DOI: 10.58664/mustjournal.2025.06.001 1 清代澳門地圖的繪畫圖像運用與城市景觀表現* 汪藍 1、鄭盈 （1.澳門科技大學人文藝術學院教授） 摘要：清代澳門以其獨特的地理位置成為中西文化融合的焦點，清代澳門地圖作為一種可視圖像傳遞該地域的地理位置和城市景觀等相關資訊，呈現其獨特的紀實性和豐富藝術屬性。通過選取清代有代表性的手繪地圖，運用圖像學理論和比較研究法，對中西方所繪澳門地圖的繪製形式、繪畫圖像運用和城市景觀表現等方面展開論述，將對研究澳門地圖的文化內涵和藝術價值方面有所補充。 關鍵詞：清代澳門、澳門地圖、繪畫圖像、城市景觀 * 收稿日期：2024年 07月 04日；通過日期：2025年 5 月 12日。本文為澳門基金會資助項目「跨 文化視角下的圖像與符號—1698年法國首航中國紀行研究」（I00226-2212-494）。

汪藍、鄭盈 2 The use of painting images and the representation of urban landscape on Macao maps in the Qing Dynasty Wang, Lan1; Zheng, Ying (1.Professor, Faculty of Humanities and Arts, Macau University of Science and Technology) Abstract: In the Qing Dynasty, Macao became the intersection of Chinese and Western cultures due to its unique geographical location. As a visual image, the map of Macao in the Qing Dynasty conveyed relevant information such as the geographical location and urban landscape of the region, presenting unique documentary and rich artistic attributes. By selecting representative hand-drawn maps from the Qing Dynasty, and using iconography theory and comparative research methods, this paper discusses the drawing forms, application of painting images, and urban landscape expressions of Macao maps drawn in China and the West, which will contribute to the study of the culture of Macao maps. It has been supplemented in terms of connotation and artistic value. Keywords: Macau in the Qing Dynasty; Macau map; Painting images; Urban landscape

清代澳門地圖的繪畫圖像運用與城市景觀表現 3 一、引言 許慎《說⽂解字》中對「圖」字的解釋為「圖，畫計難也，從⼞從啚。啚，難意也。」，「圖，地圖也」。⼈類⽂明發展，⼀般與語⾔、圖形、⽂字和數字符號出現的程式相伴隨。圖像是⼈類⽂明的重要記錄，早在⽂字發明之前，世界各地的許多民族，即以圖像來記錄周邊的⽣活環境。西⽅有⼀句諺語：“A picture is worth a thousand words.”（⼀幅圖像勝似千⾔萬語）。圖像留下的資訊往往比⽂字要更形象和具體。1 地圖是⼈類對於地形、地貌的複製和模仿，也是地理狀態⼀致性的表現。 ⼆⼗世紀 80 年代末，國內有學者開始討論中國地圖美學的相關問題。余定國《中國地圖學史》提出「地圖即畫、畫即地圖」，通過梳理中國傳統輿圖的繪製⽅式，將地圖放置在⼈⽂學科中分析其所呈現的藝術性特徵。凌善⾦《地圖美學》《地圖藝術設計》書中也以獨特的視角對地圖藝術設計問題進⾏論述。莫⼩也《澳⾨美術史》⼀書中⼀章節「⼗六世紀至⼗八世紀地圖中的澳⾨」選取七幅中西⽅繪製的澳⾨地圖，對地圖繪製內容進⾏了分析。 2013 年，澳⾨科技⼤學社會和⽂化研究所研究項⽬「全球地圖中的澳⾨」，拓展「全球史觀與澳⾨」的研究領域，搜集和整理了全球範圍內與澳⾨相關的古地圖及⽂獻，建⽴起歷史地圖資源庫。項⽬組從世界各地搜集、複製或購買與澳⾨研究相關的古地圖，⽬前已經收集超過 11,000 張，分為電⼦地圖、複製地圖以及地圖原件，⼤部分保存完好。2 2024年，澳⾨科技⼤學國家藝術基⾦項⽬「藝薈中西—海上絲綢之路視角下的⼗九世紀澳⾨與廣東地圖圖像展」舉辦巡迴展覽及相關學術研討，其中包含⼀百五⼗幅精美的洋風畫和古地圖，展⽰⼗九世紀澳⾨、廣州及通商⼜岸作為海上絲綢之路重要節點的城市景觀與歷史變遷。在研討會上，來⾃國內外的專家學者從不同的視角對⼗九世紀清代澳⾨的中西藝術和地圖研究展開相關論述，部分與澳⾨相關的⼿繪地圖也引起了研究學者和社會各界的廣泛關注。 澳⾨地圖作為⼀種圖像⽂獻，比⽂字資料更具直觀性，能夠帶來⼀種超越傳統⽂字的震撼⼒。從現存的地圖資源看，清代澳⾨⼿繪地圖既有中國技法繪製的，也 1 鄒振環，〈專欄導言〉，《文獻》，第 4期（2022），4-9。 2 澳門科技大學圖書館，「特藏資源簡介及服務方式」，瀏覽日期 2024年 7月 2日， https://lib.must.edu.mo/node/12。

汪藍、鄭盈 4 有西⽅技法繪製的。那麼，地圖繪畫圖像在呈現上會有哪些明顯差異？⾯對同⼀澳⾨城市景觀，中西地圖是如何表現的？在視角上呈現⽅式有所不同，繪製者是否會存在圖像繪製偏差？本⽂基於美國藝術史家潘諾夫斯基（Erwin Panofsky）圖像學理論的前圖像志描述（Pre-iconographic）、圖像志分析（Convention and precedent）和圖像學分析（Uncovering the intrinsic meaning）三個層次為研究路徑，從澳⾨科技⼤學圖書館、澳⾨博物館、⾹港科技⼤學圖書館和⾹港中⽂⼤學圖書館館藏資料中，選取九幅具有明顯中國傳統繪畫特徵和西⽅製圖特徵的清代澳⾨地圖，圍繞地圖所反映的時代背景、體現的圖像符號、藝術表達和⽂化象徵等問題，對清代澳⾨地圖繪畫圖像運⽤及城市景觀的表現展開闡述。 二、清代澳門地圖中的繪畫元素呈現 ⼗七至⼗八世紀是「西畫東漸」重要歷史時期，西⽅繪圖技法開始運⽤在澳⾨地圖的繪製上。西⽅先進的繪製⼿法，如經緯線畫法、投影畫法也對後期澳⾨地圖的繪製產⽣了影響。在萬曆年間繪製的《粵⼤記·廣東沿海圖》《全海圖注》中，就已經將濠鏡澳作為澳⾨半島的標註。《坤與萬國全圖》是中國第⼀幅完整繪製經緯線的世界地圖，該圖由六張單幅形成條屏狀，⽽中國位於畫⾯的正中央。這時的地圖不⽌限於表現簡要的地理資訊，也開始出現了⼀些表現城市景觀的繪畫圖像。清代澳⾨地圖由中國⼈繪製地圖和西⽅⼈繪製的地圖為主，其中兩者呈現出以下的幾點特徵：⼀是，視覺元素的豐富性，針對不同的地理信息，地圖符號表現也有不同︔⼆是，城市景觀的多變性，也因中西⽅繪畫技法、所處環境不同，所傳遞的關鍵信息有較⼤的區別︔三是，繪製的視角的獨特性，與繪圖者⾃身的習慣及技術的掌握有關。 1607年，版畫家 Theodore de Bry創作出了⼀幅名為《Amacao》（圖 1）的地圖。據澳⾨博物館記載，這是最早⼀張由西⽅版畫家繪製澳⾨的版畫地圖，描繪了澳⾨開埠時期的⾯貌。地圖上除了繪有⼈們的⽇常⽣活外，還描繪了沿岸停泊的船隻，是⼀件具有代表性和象徵意義的藝術品，曾經被西⽅的書藉和畫冊廣泛採⽤。由於尚未有資料證明他曾踏⾜澳⾨，因此，地圖可能是作者根據航海家的資料⽽繪製，

清代澳門地圖的繪畫圖像運用與城市景觀表現 5 並在作者死後，由其家⼈替其出版的 Petits Voyages(1607)上刊載。3 此圖以⿃瞰的視角，展現了澳⾨開埠後的城市景觀，有來往澳⾨貿易停靠在岸邊的船隻，也有描繪不同的⼈群。圖中已經有遠近透視及明暗關係，使建築物更為⽴體。1626年，英國地圖家約翰·斯⽪德（John Speed）繪製了《中華帝國》（圖 2、3）地圖，該圖特別之處是將中國標註為“Chinian”，還對澳⾨城市有單獨的平⾯圖⽰意，並清晰地標註了教堂、燈塔和內港等城市景觀。可⾒，澳⾨是當時清包括英國⼈在內的歐洲⼈對中國地理認知和⽂化認知的⼀個切切實實的窗⼜。4 與此同時，康熙時期繪製的《皇輿全覽圖》⾸次使⽤了銅版畫技法印製中國地圖。 圖1：A Macao5 圖片來源：澳門博物館 3 澳門博物館，澳門，瀏覽日期 2024年 7月 2日， https://www.macaumuseum.gov.mo/collections/96289?AspxAutoDetectCookieSupport=1。 4 張曙光、戴龍基，《駛向東方：全球地圖中的澳門》，（北京：社會科學文獻出版社，2015）， 94。 5 澳門博物館，澳門，瀏覽日期 2024年 7月 2日， https://www.macaumuseum.gov.mo/collections/96289?AspxAutoDetectCookieSupport=1。

汪藍、鄭盈 6 圖2：中華帝國6 圖片來源：澳門科技大學圖書館 圖3：中華帝國（局部）7 圖片來源：澳門科技大學圖書館 6 澳門科技大學圖書館，中華帝國地圖，瀏覽日期 2024年 7月 2日， https://libspc.must.edu.mo/collection/detail/RR3%2Fx4kAqxs=/image。 7 澳門科技大學圖書館，中華帝國地圖，瀏覽日期 2024年 7月 2日， https://libspc.must.edu.mo/collection/detail/RR3%2Fx4kAqxs=/image。

清代澳門地圖的繪畫圖像運用與城市景觀表現 7 清乾隆⼗六年，澳⾨同知印光任、張汝霖撰寫的《澳⾨紀略》（圖 4）是⼀本全⾯記錄澳⾨城市景觀的地⽅誌書，該書也成為世界歷史上第⼀部系統介紹澳⾨區域資訊的典藏書籍，具有極⾼的歷史價值。8 此書從內容到體例，突破了志書的⾨類和框架，著重抓住「海防要地」和「邊防重鎮」兩⼤特點，體現澳⾨歷史、地理、社會、民情、風俗等地⽅特⾊，詳實⽽具體地再現了明清時期的澳⾨。9《澳⾨紀略—上卷》中對於《側⾯澳⾨圖》的描繪，精細地繪製了澳⾨的山脈地形圖。以上插圖所⽤⼿段是傳統⽊刻版畫技法，雖然不夠嚴密，但卻適度仿照西洋地圖的空間效果，有效地傳達⽂字所無法表述的各種細部。10 在⽂字注釋上，特別使⽤中國傳統的⽅框進⾏符號性的標注。在⾊彩運⽤上，僅⽤⿊⾊單⾊。在空間的表達上，既有中國山⽔畫的平遠法構圖，也有效仿西⽅地圖對於空間的描繪。在繪製⽅法的運⽤上，採⽤傳統形象畫法，利⽤線條的粗細合理去表現不同質感的物體，如山脈、寺廟和海紋等。由此可⾒，繪製者對於澳⾨景觀的細膩觀察和繪畫技法的熟練掌握。 圖4：澳門紀略11 圖片來源：香港中文大學圖書館 8 澳門同知是清政府為加強澳門管治所設立的知府級官員，印光任是第一任澳門同知。 9 張振英，〈從〈澳門紀略〉看明清時期的澳門〉，《雲南師範大學學報》，第 6期（1999），29。 10 莫小也，《澳門美術史》，（浙江：中國美術學院出版社，2013），63。 11 香港中文大學圖書館，澳門紀略，瀏覽日期 2024年 7月 2日， https://repository.lib.cuhk.edu.hk/tc/item/cuhk-813396#page/21/mode/2up。

汪藍、鄭盈 8 三、清代澳門地圖中的城市景觀圖像解析 1557年，澳⾨成為開埠地之後，繪製它的具體⽅位及城市地圖成為西⽅諸國關注的焦點。當中國⼈還停留在「天圓地⽅」觀念之中，西⽅⼈率先將先進科技繪製地圖的⽅法帶入東⽅，出現了完整的亞洲地圖、中國地圖，⽽當時的地圖常常將地貌與民族特⾊圖像置於它的四周。 康熙七年，笪重光《畫荃》⼀書提出：「虛實相⽣，無畫處皆成妙境」 12 的繪畫理論。畫⾯移步換景，跟隨⼈的視線，⼈動景移，新畫⾯不斷展現，蘊含著中國的哲學思想和傳統繪畫韻味，這點在部分中國繪製的清代澳⾨地圖中有所體現。在⽤⾊上，清代澳⾨地圖也深受中國傳統山⽔畫的影響，虛實結合，由深及淺到漸無。清雍正八年所著的《廣東通志·澳⾨圖》，該圖可以說是中國古地圖中第⼀幅以繪畫形式詳細繪製澳⾨地理及建築的澳⾨地圖。13 從繪製的內容來看，澳⾨城區中的廟宇、山⽔、船舶等形態均有在地圖上以⽴體狀呈現。根據中西建築特點進⾏區分，加以精緻⽽細膩的線條繪製。這也對乾隆和道光年間所出現的澳⾨地圖有較⼤影響，此圖內容的涵蓋⾯廣，也為澳⾨地圖的研究提供了重要史料基礎。 中國繪畫，⾃先秦以降，凡涉及山⽔者，明明是畫，卻無不⾃稱為「圖」。14 這體現了圖與畫間的關係密不可分，互為表裏。清道光八年祝淮《⾹山縣誌》（圖 5）共分為八卷，其中收錄了《縣境全圖》《恭常都圖》《濠鏡澳全圖》《澳⾨東環圖》《澳⾨西環圖》《澳外戎屬與各屬交界圖》共 6幅澳⾨地圖。其卷四《海防》中有澳⾨歷史從明至清的歷史概述，其尾附有 3幅重要的澳⾨歷史地圖，其⼀為《濠鏡澳全圖》，是現存澳⾨中⽂歷史地圖中標注地名最多，也是最為詳細的⼀份地圖，其中含有許多重要的澳⾨歷史地理資訊。15 從繪製的⽅式上看，主要運⽤中國傳統形象畫法，通過疏密有致地線條對澳⾨的廟宇、山脈和河流等城市景觀進⾏描繪，輔以相應的⽂字注記。由此可⾒，該圖對於瞭解道光年間澳⾨城市的分佈，有重要的史料價值。 12 笪重光，《畫笙》，（北京：人民美術出版社，2016），18。 13 湯開建，〈雍正廣東通志·澳門圖研究〉，《暨南學報》，第 6期（2000），54-60。 14 劉成紀，〈〈CN 11-0026〉地圖與山水畫的關係〉，《光明日報》，2019年 1月 5日，10。 15 吳志良、湯開建、金國平，《澳門編年史》，（廣州：廣東人民出版社，2009），1458。

清代澳門地圖的繪畫圖像運用與城市景觀表現 9 圖5：香山縣志 圖片來源：金國平、吳志良，《東西望洋》，（澳門：澳門成人教育學會，2002），VII-VIII。 中國古地圖⼀定程度上影響了中國傳統山⽔畫，⾃然後來⼈繪製地圖時也會有中國傳統山⽔畫的味道。清代澳⾨地圖中也有使⽤傳統的披麻皺技法和形象畫法。形象畫法是中國古代地圖最常⾒的地圖繪製⽅法。形象畫法繪製的地圖，⾒山畫山，⾒⽔畫⽔，城池、村落散佈在山⽔之間，頗具藝術氣息。與實測地圖相比，形象畫法的地圖起源時間更早，表現地形地貌更為直觀，成為中國古代地圖的主流。16 道光元年至宣統三年所繪的《廣州府分縣圖·⾹山縣圖》（圖 6），全圖運⽤傳統形象畫法，繪畫風格近似⼯筆重彩青綠山⽔畫，沒有出現比例尺。雖然以⾹山縣城為主要表現對象，但卻出現了澳⾨關閘、三巴寺和媽閣廟這三個地標。通過中國繪畫散點透視的⽅式，⽴體呈現了澳⾨的山脈起伏與周邊海域的情況，增加了此圖的藝術魅⼒。 16 任昳霏，《圖繪山川：中國古代地圖中的圖像與歷史》，（北京：北京聯合出版公司，2021）， 1。

汪藍、鄭盈 10 圖6：廣州府分縣圖·香山縣圖17 圖片來源：澳門科技大學大學圖書館 1635年至 1650年，葡萄牙的宇宙學家（António de Mariz Carneiro）共繪製了三個不同版本的澳⾨地圖，均為⽔彩技法表現，該圖記錄了同⼀區域圖像繪製了不同的時間的變化。其⼀、《Macao》（圖 7），繪製於 1635年，圖中⽤⼤⽚的深⾊表現澳⾨周邊的海域，以⼤⽚的紅⾊描繪城墻。此時出現了來往澳⾨的船隻，分佈在海岸線周圍。此圖清晰可⾒的是繪有七座西式教堂，並且於上⽅標注了MACAO的字樣。其⼆、《Macao》（圖 8）繪製於 1639年，從⾊彩上看，早期繪製的特點主要以⼤⾯積的綠⾊將周圍的山脈連貫起來。此時，繪製者對澳⾨城牆的描繪也更為凸顯。這是因為城墻對城市的外觀和它的⾃我認知都產⽣了影響，在許多裝飾畫裏，城墻是作為城市的重要標記畫出來的。它使城市變成「城堡」，保護居民不受外來的威脅，不受領主私戰的危害，在某種程度上說，是構成城市⽣活的前提。18 其三、《Macao》（圖 9）繪製於 1650年，這幅地圖的特殊之處在於，繪製者⽤⼤⾯積的線段作為陰影，⽤於表現陸地和山脈。與前兩幅有所不同，此圖中的部分符號消失了，更注重對澳⾨地理資訊的描繪。 17 澳門科技大學大學圖書館，「廣州府分縣圖·香山縣圖」，瀏覽日期 2024年 7月 2日， https://libspc.must.edu.mo/collection/detail/6NzMJvlQ7ks=/image。 18 吳志良、金國平、湯開建，《澳門史新編—第三冊》，（澳門：澳門基金會，2008），781。

清代澳門地圖的繪畫圖像運用與城市景觀表現 11 圖7：《Macao》19 圖片來源：澳門科技大學圖書館 圖8：《Macao》20 圖片來源：澳門科技大學圖書館 19 澳門科技大學圖書館，Macao，瀏覽日期 2024年 7月 2日， https://libspc.must.edu.mo/collection/detail/bfcm+cB12fY=/image。 20 澳門科技大學圖書館，Macao，瀏覽日期 2024年 7月 2日， https://libspc.must.edu.mo/collection/detail/TXH38rqHegY=/image。

汪藍、鄭盈 12 圖9、Macao21 圖片來源：澳門科技大學圖書館 圖10、A Map of the City and Harbor of Macao22 圖片來源：澳門科技大學圖書館 21 澳門科技大學圖書館，Macao，瀏覽日期 2024年 7月 2日， https://libspc.must.edu.mo/collection/detail/MgSWUFv90tU=/image。 22 澳門特別行政區政府新聞局，“A Map of the City and Harbor of Macao”，瀏覽日期 2024年 7月 2日，https://www.gcs.gov.mo/news/detail/en/N15JdcBTUN;jsessionid=DD201593D33E7AE18CC2957270A BCE92.app12。

清代澳門地圖的繪畫圖像運用與城市景觀表現 13 1796年繪製的“A Map of the City and Harbor of Macao”（圖 9）是⼀幅澳⾨的城市景觀平⾯圖，採⽤了⿃瞰的視角。運⽤⽯版畫的表現技法，對澳⾨的城市街區分佈以及山脈進⾏描繪。在透視表現上，使⽤了油畫中的空氣透視法去表現場景，模擬受⼤氣作⽤下顏⾊呈現的景深層次變化，所引起的視錯覺。該圖採⽤幾何圖形表現建築形態，⽤數字做編號，底部的相關圖例列舉 58個重要區域，更標注了經緯網、比例尺。在字體的繪製上，也更加多元化，圖中呈現各式不同的英⽂字樣，有裝飾性的天鵝符號，西⽅繪製特徵更為明顯。同時具有鮮明的西⽅地圖特徵開始在清代澳⾨地圖中出現，如圖中出現的指北針、玫瑰針等。此時正有⼤量的中西⽅船隻正在海上航⾏著，向觀者展現澳⾨繁忙的內港碼頭，充分表明澳⾨當時作為貿易中⼼的地位。 清代中國地圖繪製者與西⽅地圖繪製者所繪製的澳⾨城市景觀呈現出明顯的差異。以⼤三巴圖像為例（表⼀），由於地圖繪製者所處的時代不同，所呈現的⼤三巴繪畫圖像也會有不同。中國繪製的圖像更趨於平⾯化，西⽅繪製的有⽴體的表現效果，對於細節的處理上也有⼀定的深化，展現繪製者的審美經驗。中西地圖繪製者分別通過空間、⾊彩、線條、明暗、虛實和筆觸等繪畫元素的運⽤，使⼤三巴在地圖中產⽣不同視覺效果。 表 1：中西繪製的澳門城市景觀表現 中國繪製地图 《澳門紀略》 清乾隆十六年 《前山寨與澳門形式圖》 約清嘉慶十六年後 《香山縣志》 道光元年至宣統三年 西方繪製地圖 《Macao》 1635 年至 1650 年 《Macao》1781 年 《Plan de la ville de Macao, et de ses environs aux Portugais》1796 年

汪藍、鄭盈 14 四、清代澳門地圖中的文化內涵 中國古代繪製的地圖常與繪畫、書法、⽂學等藝術形式有相關聯，蘊含東⽅的美學及哲學思想。清代中國繪圖者繪製的地圖仍保留著鮮明的中國審美特⾊。清代澳⾨地圖有著重要的⽂化承載和豐富的表現形式，其中涵蓋紙本、⽊板和古籍插圖等載體表現。隨著清代澳⾨地位的提升，澳⾨從省圖上標注的⼀個⼩點，逐漸成為地圖繪製者爭相表現的主體，此時清代澳⾨地圖的繪製風格及藝術意境更為多元化。清代澳⾨地圖主要分為兩種地圖類型：（1）輿圖，多數是經由專業的畫師繪製，使⽤寫意或寫實的⽅法完成︔（2）⽅志與地⽅誌書，其中地⽅誌書是綜合類的著作，配有插圖和⽂字注記，主要表現地⽅⼈⽂歷史、民俗風情、傳統技藝等，是中國獨特的⽂化載體。 約在清嘉慶 16年後繪製的《前山寨與澳⾨形勢圖》（圖 11）是⼀幅軍事交通圖，作者不詳，主要表現前山寨的濱海港⼜以及澳⾨城市⾯貌，突出描繪澳⾨在軍事防守的狀況。此圖運⽤了中國傳統山⽔繪畫的表現形式，通過使⽤形象畫法繪製澳⾨各類的西洋建築、砲臺，以及關閘和港灣等城市形態。還有中國傳統山⽔畫披麻皺的技法，表達該地理區域的山脈起伏狀態。圖中整體⾊調淡雅，具有中國傳統山⽔繪畫的特徵，運⽤青綠⾊展現山脈的形態，使淡⿈⾊由外陸向內陸暈染來表現陸地，營造了平衡協調的地圖畫⾯。在構圖上，採⽤了⿃瞰式的構圖，將珠海和前山寨圍繞成了⼀個圓形去表現，山脈繪製⽅向主要圍繞著城寨。此外，全圖採⽤紅簽⿊墨的⽅式，圍繞地圖中⽅位建築物，如東望洋砲臺、⼤炮臺、粵海關、媽祖閣、望夏村和蓮峰廟等，對關鍵地名和地理資訊的進⾏注記。地圖中的⽂字注記作為地圖中最重要的要素，同時兼具有符號的象徵意義。由此之外，地圖的左上⽅還有⼀段英⽂注記，署名為W.A.，簡要地介紹了地圖的來歷。

清代澳門地圖的繪畫圖像運用與城市景觀表現 15 圖11、《前山寨與澳門形式圖》23 圖片來源：大英圖書館 清代中國繪製的澳⾨地圖主要採⽤的是平⾯和⽴體結合的傳統形象畫法，從中也能找到對中國傳統山⽔畫的表現技法的參照，如在構圖上運⽤了⾼遠、平遠透視，這種繪製⽅式能夠直觀的展現物象與實際結合的結果。西⽅繪製的清代澳⾨地圖具有西⽅的⽂化特徵，如在地圖中⼤量的運⽤帆船這⼀符號去展現清代貿易場景的運動意象，澳⾨城市的所處狀態，以及航道的運動軌跡。由近及遠，刻畫澳⾨周邊環境的地理地貌，有⼀定的⽅向性，也符合繪畫的規律。部分清代澳⾨地圖的城市景觀主要表現的是澳⾨的防禦狀況，對建築的細節刻畫較少，卻將澳⾨重要的地理資訊描繪出來。通過這些繪畫圖像可以看出當時⼈們對於城市景觀的認知，也記錄了早期⽂化交流的相關資訊。 反觀西⽅⼈繪製的清代澳⾨地圖，他們更多地將澳⾨放置於世界⼤環境中分析，更注重明暗、光影效果，致⼒於表現景觀的體積感。同時對於海岸線和天空的顏⾊暈染，注重由近及遠的細節刻畫，並帶有標準的地圖符號，甚至不少標誌性的建築會被刻畫的極為精緻，在地圖的比例尺的描繪上也與中國傳統地圖有所不同。1781年，法國⼈拉菲特（Lafite de Brassier）繪製的《Plan de la ville de Macao, et de ses 23 大英圖書館，「前山寨與澳門形式圖」，瀏覽日期 2024年 7月 2日， https://openmuseum.tw/muse/digi_object/38634716d01f9fb4e9ae7bf02c4dd797。

汪藍、鄭盈 16 environs aux Portugais》（圖 12）是⼀幅⿃瞰式全景地圖，主要描繪了村莊及農⽥，還有城市群、建築物、街道，周邊分佈著⼤⼤⼩⼩的帆船，也展現了港⼜停泊的位置。圖中清晰的標注了比例尺以及⽅位，可以看到澳⾨本島的城市景觀全貌，以及從關閘至媽閣之間城市的形態。在最下⽅還能看到兩幅城市的天機圖，從這兩幅圖中可以對應上澳⾨地圖的各種⽅位。在主圖表⽰山脈時運⽤了暈渲法，通過陰影的處理，表現了地形的⽴體起伏。使⽤⽔彩表現暈染，利⽤線條表現海岸線的分佈。地圖周圍還分佈著⼀些向北⾏駛的西洋帆船，最終會抵達珠江盡頭的廣州港⼜。這幅地圖由澳⾨城市規劃圖、側視圖和虎⼜圖共同構成。在⾊彩上，利⽤顏⾊的明度和純度表現山脈的層疊起伏。在側視圖中，展現了清代澳⾨海岸線的佈局。從這幅西⽅地圖中可以明顯的看出，圖中開始出現了指北針，這是西⽅繪製地圖的⼀種特⾊。 圖12、Plan de la ville de Macao, et de ses environs aux Portugais24 圖片來源：澳門科技大學圖書館 地圖繪製者將個⼈主觀情感融入客觀⾃然景象中，不同類型的繪畫⽅式體現了繪製者對於清代澳⾨理解的演進。地圖匯集了陸地上有關於⾃然與⼈⽂的現象，使⽤特定的符號和圖像將其展⽰在平⾯圖上，以此來獲取陸地與周邊區域的相關資訊。 24 澳門科技大學圖書館，瀏覽日期 2024年 7月 2日， https://libspc.must.edu.mo/collection/detail/dvL7Ag+1+pk=/image。

清代澳門地圖的繪畫圖像運用與城市景觀表現 17 五、結語 綜上所述，清代澳⾨⼿繪地圖的繪製體現繪製者對於澳⾨城市景觀的觀察、思考和想像。現如今，澳⾨的標誌性歷史建築，如媽閣廟、⼤炮臺、⼤三巴牌坊等，幾乎都能在清代澳⾨地圖圖像中找到。由於地圖具備直觀性、形象性的特徵，通過閱覽清代澳⾨地圖，可以瞭解到澳⾨地區的城市形態，以及當時中西⽅製圖的⼯藝⽔準，也反映澳⾨歷史⽂化的變遷。中西⽅各以不同的形式繪製地圖，使地圖的繪製內容更為豐富，澳⾨城市景觀也呈現出不同的視覺形態。清代澳⾨擁有獨特的地域性，其⼿繪地圖凝聚了中國和西⽅繪畫元素，形象地反映了澳⾨特有的城市景觀。清代的澳⾨地圖是中華⽂化數千年來的歷史沉澱之⼀，也是世界地圖⽂化的重要組成部分，其重要的歷史圖像史料價值，是⽂化傳播與交流不可替代的⽂獻資料。隨著時代的發展，當今澳⾨地圖的繪製也趨向於現代化，且繪製技術也更成熟，無論是從功能性還是繪製⽅法、城市景觀表現上都更為豐富，也拓展了地圖繪製的表現空間，⾒證著澳⾨的持續發展。

汪藍、鄭盈 18 徵引書目 [1] 鄒振環，〈專欄導⾔〉，《⽂獻》，第4期（2022），4-9。 [2] 澳 ⾨ 科 技 ⼤ 學 圖 書 館 ， 澳 ⾨ ， 瀏 覽 ⽇ 期 2024 年 7 ⽉ 2 ⽇ ，https://lib.must.edu.mo/node/12。 [3] 澳 ⾨ 博 物 館 ， 澳 ⾨ ， 瀏 覽 ⽇ 期 2024 年 7 ⽉ 2 ⽇ ，https://www.macaumuseum.gov.mo/collections/96289?AspxAutoDetectCookieSupport=1。 [4] 張曙光、戴龍基，《駛向東⽅：全球地圖中的澳⾨》，社會科學⽂獻出版社，2015。 [5] 張振英，〈從〈澳⾨紀略〉看明清時期的澳⾨〉，《雲南師範⼤學學報》，第6期（1999），29。 [6] 莫⼩也，《澳⾨美術史》，中國美術學院出版社，2013。 [7] 笪重光，《畫笙》，⼈民美術出版社，2016。 [8] 湯開建，〈雍正廣州通志·澳⾨圖研究〉，《暨南學報》，第6期（2000），54-60。 [9] 劉成紀，〈〈CN 11-0026〉地圖與山⽔畫的關係〉，《光明⽇報》，2019年1⽉5⽇，10。 [10] 吳志良、湯開建、⾦國平，《澳⾨編年史》，廣東⼈民出版社，2009。 [11] 任昳霏，《圖繪山川：中國古代地圖中的圖像與歷史》，北京聯合出版公司，2021。 [12] 吳志良、⾦國平、湯開建，《澳⾨史新編⼀⼀第三冊》，澳⾨基⾦會，2008。

清代澳門地圖的繪畫圖像運用與城市景觀表現 19 第㆒作者簡介 汪藍，澳門科技大學人文藝術學院教授、博士生導師 研究領域為美術史、中外文化交流史、藝術創作與理論 通訊地址：澳門氹仔偉龍馬路澳門科技大學 R座 通訊電郵：lwang@must.edu.mo 第㆓作者簡介 鄭盈，澳門科技大學人文藝術學院美術學碩士 研究領域為藝術創作與理論、藝術教育 通訊地址：澳門氹仔偉龍馬路澳門科技大學 R座 通訊電郵：470857515@qq.com

澳門科技大學學報(人文社會科學版)第十九卷第二期 二零二五年六月，頁 21-40 DOI: 10.58664/mustjournal.2025.06.002 21 港片的再想象與跨地域多重解讀： 基於《怒火·重案》的內地受眾分析* 楊倩、黃華怡、羅樂 1 （1.澳門科技大學人文藝術學院助理教授） 摘要：本文聚焦在迄今內地票房最高紀錄的港片《怒火·重案》，撥開票房及熱映的表象去看待香港電影在華語地區跨地域傳播時的多個內容層級與受眾文化解讀差異，進而在電影創作層面提供分而創之的實證依據與策略參照。研究援引利貝斯與凱茨等人的多重解讀矩陣，針對內地觀眾進行深度訪談。研究發現受眾在人物解讀（包括動機、關係、命運）上以「美學」「道德的」解讀傾向為主、輔以部分「遊戲的」人物關係理解；在主題解讀（包括電影類型、社會情境）上則分別以「美學」和「意識形態的」為主。這些特質體現了港片的傳播及被想象領域的共性與差異，研究在此基礎上提出的三重傳播路徑重點，對於文本創作者進行差異化構思有啟示意涵。 關鍵詞：受眾分析、《怒火·重案》、香港電影、解讀矩陣 * 收稿日期：2023年 11月 24日；通過日期：2025年 5月 21日。

楊倩、黃華怡、羅樂 22 Reimagining Hong Kong Cinema with Cross-Regional, Multiple Interpretations: Analysis of the Spectators of Raging Fire in Mainland China Yang, Qian; Huang, Huayi; Luo, Le1 (1. Assistant Professor, Faculty of Humanities and Arts, Macau University of Science and Technology) Abstract: This paper focuses on Raging Fire, the Hong Kong film that holds the highest box office record in mainland China to date. Going beyond surface-level commercial success, the study examines how Hong Kong cinema is received across different Chinese-speaking regions, with particular attention to content stratification and cultural decoding divergences. It further provides empirical evidence and strategic references for differentiated creative approaches in film production. Drawing on Liebes and Katz’s multiple interpretation matrix, the study conducts in-depth interviews with mainland spectators. It is found that the audience's interpretation of characters (including motivation, relationship, fate) is mainly “aesthetic” and “moral”, supplemented by some “playful” readings of character relationships; in the thematic interpretations (including film genres and social contexts), “aesthetic” and “ideological” decoding tendencies are most prevalent. These characteristics reflect the commonalities and differences in the dissemination and imagination of Hong Kong cinema. Based on these findings, the study proposes three layers of cross-regional dissemination strategies, offering valuable insights for text creators to carry out differentiated conception. Keywords: Spectator Analysis; Raging Fire; Hong Kong Cinema; Multiple Interpretation Matrix

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 23 一、引言 ⾹港地區的電影曾經作為亞洲電影發展的領軍位置，有著⼀定的產業積累和受眾影響⼒。在⾯對當今市場風雲變幻時，特別是本地市場疲軟的情況下，⾹港電影也較早實踐和開掘著⾃身跨⽂化傳播的新道路，特別是以內地市場為主的市場策略。 近年來，⾹港地區的電影⽣產⼒在其主⼒市場—中國內地院線銀幕中的表現中，屢⾒票房與⼜碑雙贏之作，例如 2021年由陳⽊勝導演，甄⼦丹（飾重案組警察 張崇邦）及謝霆鋒（飾悍匪⾸領 邱剛敖）主演的《怒⽕·重案》（下⽂簡稱《怒⽕》）。 在內地公映 59天後（截至 2021年 9⽉ 26⽇晚），該⽚就以 13.15億元⼈民幣的票房成績成為中國內地推⾏院線制改⾰以來票房最⾼的⾹港電影。1 除了票房成功，《怒⽕》還引起了⼤眾相當程度的熱議。根據微博數據的電影討論度指數來看，《怒⽕》在同期三個競品電影（另有《盛夏未來》《拆彈專家 2》）中，為上映⾸周唯⼀討論度上升（從 28.57到 34.32）的電影，且抖⾳、2 百度榜單保持度最⾼。3 爾後，演員謝霆鋒憑借邱剛敖⼀角獲得第 34 屆中國電影⾦雞獎評委會最佳男配角提名，4 並榮膺 2021年第 13屆澳⾨國際電影節最佳男主角︔電影《怒⽕》則提名 2022年第 40屆⾹港電影⾦像獎最佳影⽚。 值得⼀提的是，《怒⽕》不僅在中國內地引發觀影熱潮，於⾹港市場亦獲熱烈回響—此現象恰與⾹港導演陳德森曾指出的「奇怪又萬中無⼀的現象—⾹港本⼟票房⼀般的電影卻在內地市場擁有良好的市場表現」形成鮮明對比。5 藝恩數據還顯⽰在地區分布 TGI（偏好度）指數上，⾹港地區的評價數值是中國地區最⾼的。6 ⾹港電影如何在保有⾃身⽂化優勢的同時，實現跨地域⽂化推廣並深化受眾理 1 藝 恩 數 娛 ， 「 怒 火 · 重 案 」 ， 藝 恩 網 ， 瀏 覽 日 期 為 2021 年 8 月 30 日 ，https://ys.endata.cn/Details/Movie?entId=691465。 2 燈塔專業版，「怒火重案」，瀏覽日期為 2022年 3月 1日。 3 百 度 指 數 ， 「 怒 火 · 重 案 」 ， 百 度 ， 瀏 覽 日 期 為 2021 年 12 月 30 日 ，https://index.baidu.com/v2/main/index.html#/trend/%E6%80%92%E7%81%AB%E9%87%8D%E6%A1%88?words=%E6%80%92%E7%81%AB%E9%87%8D%E6%A1%88。 4 金雞獎提名委員會《第 34屆中國電影金雞獎評委會提名名單》，中國金雞百花電影節·中國電影金雞獎，瀏覽日期為 2021年 1月 30日，https://www.zgjjbhdyj.com/nomination_list.htm。 5 轉引自 列孚，〈近年香港電影發展態勢〉，《當代電影》，第 176期（北京：2010.11），12-19。 6 藝 恩 數 娛 ， 「 怒 火 · 重 案 」 ， 藝 恩 網 ， 瀏 覽 日 期 為 2021 年 8 月 30 日 ，https://ys.endata.cn/Details/Movie?entId=691465。

楊倩、黃華怡、羅樂 24 解？本研究主張，透過分析《怒⽕》的中國內地受眾反饋，尤其針對其電影內容之多層次解讀與偏好差異，既能總結傳統港產⽚於跨地域市場的成功模式，亦能為基於本⼟特質的跨⽂化傳播策略—特別是華語電影如何建構跨國影響⼒—提供實踐借鑒。基於上述背景，本研究於受眾實證資料收集中，⾸先採⽤多重解讀的視角，以剖析跨地域內容的接受機制。 二、多重解讀模式與跨地域受眾研究 (㆒)、理論回顧 隨著影視劇跨地域的流動和流⾏現象，相關的受眾研究發現多元及多重解讀模式的思維，有助於解釋和討論這種跨越性。 基於英國學者斯圖亞特·霍爾（Stuart Hall）在其著作《電視話語中的編碼與譯碼》中強調的受眾主動性研究，7 美國學者利⾙斯（Tamar Liebes）與凱茨（Elihu Katz）進一步開展跨文化解讀研究。他們把⼆⼗世紀 80年代在全球熱播的美劇《達拉斯》作為研究⽂本，以跨⽂化視角將 400 多位來⾃不同⽂化背景的民眾分為 66 個焦點⼩組進⾏了訪談研究。該研究通過觀察觀眾在收看節⽬時的⼀些⾏為—觀看、解釋、討論他們的實際⽣活與戲劇⽣活的異同—來分析該節⽬在不同種族的觀眾中是否存在相同的理解⽅式並是否激起差異化的捲入和反應。最終的研究成功呈現在《意義的輸出：〈達拉斯〉的跨⽂化解讀》（以下簡稱「《意義的輸出》」）⼀書中。8 他們提出了兩種受眾⽂本解讀模式，即參照式解讀與批評式解讀。參照式解讀傾向於將現實⽣活與所觀看的節⽬聯繫起來，並將節⽬中的角⾊當做真實存在的⼈物形象進⾏討論︔批評式解讀傾向於將節⽬作為具有美學規則的虛構作品進⾏討論。 隨著受眾的多元特質被進⼀步考慮，兩位學者在整合前述細則的基礎上增加了「熱的」和「冷的」兩種維度，形成四種受眾解讀⽅式。「熱的」和「冷的」是受⾺ 7 斯圖亞特·霍爾，肖爽譯，〈電視話語中的編碼和解碼〉，《上海文化》，第 2期（上海：2018.02），33-45。 8 泰瑪·利貝斯、埃利胡·卡茨，劉子雄譯，《意義的輸出：〈達拉斯〉的跨文化解讀》，華夏出版社，2003。

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 25 歇爾·⿆克盧漢（Marshall Mcluhan）的啓發，分別指涉受眾主觀情感—即「我的」捲入的程度。與之不同的是，此處的「熱」和「冷」僅從受眾的反應出發，不涉及媒介本身。至此，四種解讀模式被進⼀步闡釋，具體整理⾒表 1。 表 1 對抗形式下的多重解讀矩陣 參照式解讀 批評式解讀 熱的 道德的：將節目當做真實事件，在「真實事件」的意義上進行論述。 意識形態的：以帶有個人情感投入、價值判斷的態度對節目主題或寓意進行論述。 冷的 遊戲的：以認知的與遊戲的態度捲入到節目真實之中；用虛擬語氣把節目與想象的現實生活聯繫起來（觀眾會以「假如我是……」來扮演劇中某個角色，並表達觀點/作出選擇）。 美學的：把節目看作一個文本結構，從人物角色在節目的戲劇化結構中所具有的功能、從認知的與社會本質的角度來理解節目的生產流程。 該矩陣同樣被延伸應⽤於涉華影視傳播研究中。整理發現，相關理論主要⽤於兩類跨⽂化分析：其⼀為中國觀眾對海外節⽬的意義解構，如《為什麼觀看美劇不影響國族主義？—全球化背景下的中國受眾》，9 其⼆為海外觀眾對中國影視的接受機制，如《跨⽂化維度下韓國受眾對中國電視劇的接受分析—基於中韓受眾比較視角的深度訪談》。10 值得關注的是，中國多元影視⽣態與⽂化特殊性，正形成獨特的跨界傳播試驗⽥。以《⽇常⽣活實踐中的電視使⽤—托台村維吾爾族受眾研究》為例，11 該研究雖採⽤⽥野調查辦法探討區域性媒介使⽤，其總結的跨地域⽂化傳播的經驗和規律，對海外推廣同樣具有策略借鑒價值。 據此，本研究⽴⾜多種解讀理論框架，透過分析中國內地觀眾對⾹港電影的跨地域解碼⾏為，試圖揭⽰「⼀國兩制」背景下，成長起來的電影製作者和電影觀眾之間基於影視⽂本編碼與解碼的成功邏輯，並進⼀步探討轉型中的港產⽚與新型華語商業電影發展的融合路徑。 9 陳楊，〈為什麼觀看美劇不影響國族主義?—全球化背景下的中國受眾〉，《國際新聞界》，第 38期（上海：2016.02），119-134。 10 趙鴻燕，〈跨文化維度下韓國受眾對中國電視劇的接受分析—基於中韓受眾比較視角的深度訪談〉，《廣播電視傳播研究》，第 34期（2012.10），94-101。 11 金玉萍，《日常生活實踐中的電視使用—托台村維吾爾族受眾研究》，（上海：復旦大學博士論文），2010。

楊倩、黃華怡、羅樂 26 （㆓）、研究設計 本⽂基於受眾解讀很⼤程度受到他們⾃我語境影響的前提，針對《怒⽕》的內地受眾反饋，具體關注三個研究問題： 第⼀，觀眾如何解讀《怒⽕》中主角的⼈物動機、⼈物關係和⼈物命運？ 第⼆，觀眾對於電影主題的類型和社會真實再現性，呈現怎樣的理解偏好和特徵？ 第三，以上兩項內容設計有無參照式解讀、批評式解讀的異同？不同的解讀模式如何與地域⽂化、身份屬性產⽣關聯，對於⾹港電影跨地域影視創作有何啟⽰？ 因此，研究採⽤半結構式深度訪談法，並引入上述提出的多重解讀矩陣進⾏分析，即基於參照式、批評式解讀，並結合了受眾「熱」、「冷」兩種維度反應的分析。受訪樣本共 13⼈，年齡介於 20至 44歲，其中男性 7⼈、女性 6⼈，涵蓋學⽣、公務員、互聯網從業者、⽂化產業從業者等職業，⽂化程度以本科、碩⼠為主。在受訪者的選擇上參考了主流電影數據平臺的觀影⼈群結構數據，12 兼顧性別與年齡分布，並確保樣本的社會經驗多元性與⽂化接觸差異性。 預約採訪時，研究者不透露本研究的核⼼問題，為了降低受訪者的戒備⼼理會適當透露預計的採訪時長。在採訪開始前，受訪者的基本信息記錄於預訪談問卷中，包括性別、年齡、教育背景、職業、觀影頻率與類型偏好、對⾹港電影的熟悉程度等，為後續的語境分析與身份對比提供基礎。採訪過程依照研究者事先擬定的採訪提綱進⾏提問，同時按照「漸進式聚焦法」從受訪者的回答中提煉相關問題深入溝通。為避免對受訪者的回答產⽣引導效果，研究者盡量保持中⽴態度，以平和的語氣進⾏提問，不打斷受訪者的敘述也不表達個⼈觀點，最後提煉受訪者論述中的核⼼信息與其確認，確保雙⽅對所傳達的信息達成共識。同時，研究者將徵詢受訪者接受⼆次採訪的意願並說明理由。⾸次與受訪者的溝通時間持續 20-50 分鐘不等，後續將不定期與受訪者溝通，每位受訪者溝通次數平均為 2-3次。 訪談於 2021年 12⽉ 20⽇至 2022年 2⽉ 16⽇展開，在保證每位訪談對象完整討論所有核⼼問題和 2-3次訪談時間的基礎上，共摘錄 13位訪談對象的內容作為 12 燈塔專業版、貓眼專業版，「怒火重案」，瀏覽日期為 2021年 8月 1日。

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 27 論據⽂本，總有效訪談時長約 700分鐘。儘管樣本量有限，採訪以語⾳形式進⾏，但通過 2-3 次重訪與語義確認策略，提升了數據信效度。研究更重視質性資料中觀眾語⾔表達背後的⽂化語境與身份建構意涵，⽽非進⾏統計推論。 二、《怒火》的內地受眾解讀偏好 （㆒）、主角㆟物的解讀偏好 1、㆟物動機 針對兩位主角的訪談結果發現，受訪者對兩位主角的⼈物動機的展現了兩種截然不同的解讀模式：美學的與道德的。這也意味著標籤化的主角其實難獲認同，⽽配角不⼀定淪為⼯具⼈。 由於《怒⽕》採⽤雙男主設置，在筆者請受訪者按照重要性列舉三個角⾊並對其⾏為動機進⾏闡釋時，謝霆鋒飾演的邱剛敖和甄⼦丹飾演的張崇邦當仁不讓地佔據兩個名額，對於另⼀個角⾊，他們總共列舉了六個配角。 在對正派⼈物張崇邦的解讀中，有八位受訪者認為其⾏為動機源於「警察」的標籤，對該標籤更極致的形容「寫了⼀個英雄」，僅⼀位受訪者認為其⾏為動機是「⾃私的」，受眾⾃我捲入程度較低： 「他就是作為一個正面人物去履行自己的職責，是他的職業賦予他的一種責任。」（受訪者 E，男） 「他是一個警察，所以有他身份的職責。」（受訪者 J，女） 「甄子丹那個角色有點太假了……演的感覺……現實生活中我感覺不太會有這種警察。」（受訪者 H，男） 對於另⼀位主角，反派⼈物邱剛敖的解讀，同樣也只有⼀位受訪者認為其⾏為是「反社會」的，絕⼤部分受訪者表現出對其⾏為的認可和喜愛，其中近七成的受訪者認為他在復仇並給予認同的態度，同樣對於這種「復仇」的認同有更極致的形容—「追求公平」：

楊倩、黃華怡、羅樂 28 「……簡直是太喜歡這個人物了……他一定是天蠍座……你不然我好過我也不讓你好過……就是想復仇，心不甘。」（受訪者 K，女） 「……他建立了自己的世界觀，總的來說就是復仇。」（受訪者 G，男） 「我覺得他做這些事是因為他覺得不公平……他要尋求公平的對待。」（受訪者 C，女） 編劇理論中配角⼈物常⾒的設置和解讀上會傾向於將其看作為主角和劇情服務的功能⼈物，即⼜語中的「⼯具⼈」。但受訪者給出的答案並非如此，在他們提及的六位配角中，有兩位被視為同張崇邦⼀樣「戲劇功能」明顯的角⾊︔⽽另外四位被受訪者視為同邱剛敖⼀樣「真實存在的⼈物」： 「……呂良偉演的那個被摔死的警察……我感覺過去和現在的警察都很偉大……激發我的正義感……」（受訪者 K，女） 「張崇邦的上司阿寶……他體現了一種中庸和無奈……這樣的人蠻多……現實中我不是很喜歡」（受訪者 L，女） 由此可知，受訪者對⼈物動機的解讀受角⾊職業標籤的影響，並質疑過於正義且完美的⼈物真實性，呈現出美學的（批評式/冷的）解讀模式。與之截然相反的是，受訪者對現實中存在的⼈物—遭遇相似或性格接近—不論是主角或配角，均側重於情緒性的表達，呈現出道德的（參照式/熱的）解讀模式。 2、㆟物關係 受訪者對⼈物關係的解讀均呈現出參照式解讀的模式，其中道德的解讀多於遊戲的解讀。這也意味著受眾將劇中平等或不平等的關係都帶進現實。 當問及受訪者認為《怒⽕》中體現了何種⼈物關係時，六成以上的受訪者認為是不平等的「階級⾾爭關係」，不論是「上級與下級」還是「權貴與平民」都展現出「權⼒轄制」的對峙特點，且受訪者更傾向於採⽤規範化的語⾔進⾏描述。其餘的受訪者認為電影表現出平等的「兄弟情義關係」，在描述這種關係時，受訪者傾向具象化闡釋，甚至透過角⾊代入表達情感認同，代表⾔論摘選如下： 「……富人和平民之前的對立關係……有權階層和平民之間的矛盾，我覺得看起來很爽。」（受訪者 I，男）

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 29 「……兄弟之間的關係……首先……能夠互相信任……有一個共同努力的目標……」（受訪者 G，男） 「我覺得主要是兄弟情……不做假證也不是不念兄弟情……要是我的話也會自責。」（受訪者 K，女） 由此可知，當受訪者代入憤憤不平或義憤填膺的情緒時，他們會捲入更多的情感，呈現出道德的（參照式/熱的）解讀模式︔⽽對於將⾃我放置於平等關係中時，他們表現出更少的情緒捲入，甚至採取⼀種戲謔的⽅式進⾏遊戲的（參照式/冷的）解讀模式。另外，在⼈物關係的理解中，不同職業與年齡層觀眾的關注點各異。⽂化產業與學⽣受訪者多聚焦「上級與下級」權⼒張⼒與體制邏輯，將角⾊關係置於結構化壓⼒下分析。⽽年輕觀眾群體，特別是互聯網與學⽣背景者，則更關注「兄弟情」、「義氣⽂化」與「反叛精神」，甚至使⽤「如果我是他」等語式代入角⾊，體現出⾼度的情緒捲入。 3、㆟物命運 通過訪談我們發現，受訪者對主要⼈物命運的解讀與對⼈物動機的解讀呈現出相當程度的⼀致性，整體上分為美學的與道德的解讀，且在⼈物命運的解讀中加入了「審查制度」的影響因⼦考量。 關於正派⼈物的命運，近半數的受訪者不接受該⼈物死亡的結局，有兩位受訪者認為該角⾊可以是死亡的結局，但反派角⾊也必然死亡。受訪者在關於上述兩種截然不同的命運描述中均體現了「審查制度」和「職業標籤」給⼈物命運所帶來的影響。其餘三成左右的受訪者對正派⼈物的命運並不關⼼： 「電影作為國家或政府或產業……的表態，不能讓結局……黑暗或邪惡……」（受訪者 E，男） 「……讓他們兩個都死，符合劇情也能過審……警察犧牲維護了正義……反派必死……邪不能勝正。」（受訪者 C，女） 與前述受訪者相似，近半數受訪者在「審查制度」框架下接受「邪惡必死」的命運邏輯。然⽽，超過半數受訪者希望反派角⾊避免死亡，或偏好「開放性結局」，例如「他（邱剛敖）背著⼀袋錢站在海邊……（受訪者M，女）」。此傾向與⼈物動

楊倩、黃華怡、羅樂 30 機解讀中，受訪者將反派角⾊視為「真實⼈物」並認同其復仇⾏為的模式⼀致。其中⼀位受訪者在論述時，表現出對角⾊的惋惜之情，認為角⾊是否⽣物性死亡並無意義： 「……他（邱剛敖）死不死已經無所謂了……他靈魂已死……已經糟透了、糟透了……」（受訪者 I，男） 由此可知，受訪者對⼈物命運的解讀更多的是受到「審查制度」的影響，同樣呈現出美學的（批評式/冷的）解讀模式︔延續上⽂中受訪者對角⾊的情感捲入程度，他們對於「標籤化」的「⼯具⼈」的命運表現出漠不關⼼的態度，⽽令他們產⽣共情或認可的角⾊，依舊引發受訪者採取道德的（參照式/熱的）解讀模式。 綜上所述，結合多重解讀模式矩陣，受訪者在⼈物話題解讀中展現兩極化傾向：道德的（參照式/熱的）和美學的（批評式/冷的）。具體⽽⾔：道德的解讀主要針對反派⼈物，受訪者將其視為「值得被討論的」，13 並投入情感認知︔美學的解讀則適⽤於正派⼈物，受訪者意識到其「戲劇功能」與「審查制度」下的⽂本規訓，將其視為具有間離效果的藝術產物。 在⼈物關係論述中，受訪者頻繁使⽤「富⼈」、「兄弟」、「平民」、「有權階層」等抽象的社會學範疇詞彙，顯⽰他們不懷疑故事的真實價值。對於非「權⼒轄制」的平等關係，受訪者傾向角⾊代入，透過「⾃我投射」表達身份認同，此現象可視為「⼀種獨特的確⽴身份認同的⽅式」。14 在⼈物命運的理解中，不少受訪者認為邱剛敖「注定會死」，這種悲劇敘事被視為對現實壓抑情緒的⼀種象徵性釋放。⼀些年輕觀眾將其合理化為「現實中也是這樣」，反映其對制度性正義缺失的情感投射。值得注意的是，部分受訪者指出，該類⼈物死亡安排可能亦與審查制度對敘事邏輯的潛在規訓有關，即反派角⾊最終需付出代價，才能維持道德敘事的平衡。這⼀觀點揭⽰了內地觀眾在⽂化接受過程中對敘事限制的潛意識感知與合理化傾向，也突顯出電影如何在制度語境中調和現實與敘事的張⼒。所以，在解讀主角的⼈物動機、關係、命運後，這些異質性表明，觀眾對影視⼈物的解讀不僅受到影⽚本身的影響，也受到其社會身份與個體經驗的深 13 泰瑪·利貝斯、埃利胡·卡茨，劉子雄譯，《意義的輸出：〈達拉斯〉的跨文化解讀》，華夏出版社，2003。 14 泰瑪·利貝斯、埃利胡·卡茨，劉子雄譯，《意義的輸出：〈達拉斯〉的跨文化解讀》。

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 31 層形塑，展現出「身份—情感—⽂本」之間的複合交織關係，揭⽰了影視⽂本在跨地域傳播中如何因⽂化語境差異⽽觸發多樣的情感回應與認知偏移。 (㆓)、主題性解讀偏好 1、電影主題與類型 訪談中，研究者意外發現「電影類型」對⼤部分受訪者具有天然的吸引⼒，其中最重要的標籤是「動作」。在強⼤的電影類型影響下，受訪者對電影主題的表達關注度較低，或者說他們默認電影主題表達呈現某種必然性。在此情形下，⼤部分受訪者的解讀呈現出美學的模式。近七成受訪者不約⽽同地提及「⽼港⽚」、「⾹港動作⽚」、「經典港⽚」等關鍵詞，並表⽰⾃⼰喜歡或經常看⾹港（動作）電影。他們認為該電影在「打⾾場⾯」、「敘事節奏」、「電影表達」、「⼈物設置」上具有⾹港⽂化或港味⽂化，其中「電影主題」墨守成規、「⼈物設置」則突破了既往的標籤化模式： 「……動作場面比較有當年老港片鼎盛時期的感覺。」（受訪者 A，男） 「……故事連貫、完整、節奏緊湊……有老港片的感覺。」（受訪者 B，女） 「我感覺很多香港電影都表現了官商勾結的關係。」（受訪者 D，女） 「……這種類型電影里的人物一般都很虛假……標籤式的人物……譚耀文（飾演的）這個小官僚……（人物設置）有突破……很真實。」（受訪者 I，男） 關於受訪者對電影《怒⽕》的總體評價，與他們被「類型」吸引所展現的解讀模式如出⼀轍，⼤部分受訪者採取美學的（批評式/冷的）解讀模式。 「……它就是一個商業電影，增加談資。」（受訪者 C，男） 「……就是娛樂而已……快樂的片子……」（受訪者M，女） 由此可知，在強⼤的類型標籤影響下，⼤部分受訪者被該標籤所吸引，但在敘述電影劇情時依舊表現出「意料之中」的失落感，導致他們不會過多地對電影主題表達捲入太多的情感或認知，因為它是「傳統⾹港動作⽚的套路」、「展⽰公式化的」

楊倩、黃華怡、羅樂 32 內容，將其作為⼀個「不要動腦」的、提供「消遣」的娛樂產品更符合他們對該電影的總體感知。 2、電影主題與㈳會情境 在對電影主題的闡釋中，絕⼤部分受訪者展現了意識形態的（批評式/熱的）解讀模式，通過受訪者對「主題」的現實性延展，再次證實了他們在該問題的解讀上，更傾向於意識形態的解讀模式。另外，當中半數的受訪者能夠意識到⾃⼰為何捲入到電影故事之中，是⼀種語⽤學批評的解讀模式。 如上⽂所述，受訪者在類型標籤的影響下不太在意電影的價值輸出，但並不代表他們不能識別電影製作者想要表達的態度。有超過八成以上的受訪者認為導演有⾃⼰的表達和思考： 「……有表達的，第一個它通過主角明確演出來不要……在領導壓迫下……違法；第二個……主角選擇不（包庇）……按照規章制度……」（受訪者 F，女） 上述受訪者對不同主題的闡釋形成了對現實的觀照，例如「法治⼤於⼈治」、「有錢能使鬼推磨」、「官場之不良風氣」、「制度不完善」、「權⼒壓迫」、「循規蹈矩」……等是受訪者提及的幾個關鍵詞。其中，約三分之⼀的受訪者「就事論事」，僅在電影範圍內討論主題表達︔有近三分之⼆的受訪者將上述「主題」從電影本身延展出去，表現出對⾃我社會意識的思考，甚至使⽤角⾊扮演的⽅式完成對⾃我界定的表達： 「就這個電影里，想表達的就是……人家有錢人跟你說，這事你辦了我給你錢……但是後面他們可能就開始卸磨殺驢了……」（受訪者 C，男） 「……官大一級壓死人的感覺……」（受訪者 A，男） 「我覺得它提出一個思考……到底怎麼樣做是正義的、正確的，怎麼樣做是反面的、是錯的……到底有沒有一個標準……可能他追求的是公平公正……像我追求的就是活著。」（受訪者 D，女） 從受訪者對電影主題現實性延伸的論述中可⾒，他們對電影故事內容的真實性毫無質疑。即使明確部分場景為虛構，他們仍肯定電影故事的普適性： 「……在中國境內……不能在街頭就槍戰……」（受訪者 H，男）

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 33 「……警局……作為司法機關……權力高……內部腐敗問題也嚴重，特別是職位越高……可能受腐敗的力度越大……並沒有外界看起來那麼乾淨……群眾質疑比較多……就是受到錢的誘惑……不管在什麼地方都存在這些問題……」（受訪者M，女） 「故事是通用的，美國也可以……」（受訪者 I，男） 由於「關於語義學批評與語法學批評的捲入本質與原因的⾃我意識就是我們所說的語⽤學批評」，15 將近⼀半的受訪者在闡述他們意識到的電影主題時，話語中清楚地表明⾃⼰為何會捲入到電影故事中，完全符合「語⽤學解讀」的特徵： 「我們之所以喜歡電影是因為你可以在電影里找到另一個自己，就是我所喜歡的謝霆鋒的反面角色……他會把你帶到他的世界里去……雖然結局很遺憾，你也覺得挺爽，因為你的情感被釋放出來了。」（受訪者 L，女） 由此可知，絕⼤部分受訪者在觀影是能夠意識到作者的主題表達，對於相同的主題，不同的受訪者會展現出差異化的距離感—是否存在⼀種⾃我身份界定，這種界定也體現在類似於「我們」（社會主義社會）和「他們」（資本主義社會）的對比使⽤中，呈現意識形態的（批評式/熱的）解讀模式。但並非所有受訪者都能夠意識到⾃⼰為何捲入故事中，但不能是否能夠意識到這⼀點，都呈現出批評式的解讀。 綜上所述，結合多重解讀模式矩陣，受訪者在對電影主題與類型和現實性觀照的話題的解讀中，僅呈現出批評式的解讀模式。涉及電影類型標籤的解讀呈現美學的（批評式/冷的）解讀模式，「類型」即是⼀種⽂類，它具有特定的敘事准則、既定的敘事節奏，展現出原理論中關於語法學批判的模式，體現出該節⽬是⼀種與道德無關的娛樂。16 涉及現實性觀照的解讀呈現意識形態的（批評式/熱的）解讀模式，他們使⽤非常接近非批評的、參照式領域的解讀⽅式談論現實，但論述者關注的並非現實本身，⽽是電影的表述與現實關係的準確度。從受訪者⽤戲謔的⽅式表明《怒⽕》的核⼼故事適⽤於世界各個角落，再次體現出他們並不懷疑電影故事或者說受訪者對電影所展現的「真理」的準確度是比較認可的。那些不能使⽤語⽤學批評來表明⾃⼰意識到為了捲入故事中的受訪者，在無意識的情況下可能更容易受到電影 15 泰瑪·利貝斯、埃利胡·卡茨，劉子雄譯，《意義的輸出：〈達拉斯〉的跨文化解讀》，（華夏出版社，2003）。 16 張衛、陳旭光、趙衛防，〈以質量為本 促產業升級〉，《當代電影》，第 261期（2017.12），4-14。

楊倩、黃華怡、羅樂 34 價值輸出的影響。 三、再想象：港味電影踐行跨文化傳播的新路徑 根據上述對內地觀眾在電影⼈物相關話題和主題與現實性問題的調查可以看出，受訪者在對上述話題的解讀模式上呈現較⼤差異：在⼈物相關話題的解讀上傾向於道德的（參照式/熱的）解讀模式、在主題及現實性相關的解讀上傾向於意識形態的（批評式/熱的）解讀模式。 因此，本⽂可總結的路徑⼀，為在劇本創作中，⼈物設置偏道德的、主題偏意識形態的。觀眾對⼈物採取何種解讀模式與角⾊是否受到觀眾喜愛和他們同觀眾間的距離密切相關。觀眾對⾃⼰喜愛並感覺真實的⼈物，不論是反派⼈物或配角⼈物都可能激發觀眾道德的解讀、認為⼈物是值得被討論的︔沒有令觀眾產⽣移情或感覺有距離的⼈物，即使是正⾯⼈物也可能激發觀眾使⽤最冷的解讀⽅式批評式/冷的—進⾏解讀。這說明，在創造影視⼈物時應該賦予其能夠引起觀眾進⾏道德的解讀的特性，如此更能深入觀眾內⼼。 電影不是紀錄⽚，無需對真實世界進⾏百分百還原。稍顯誇張、甚至超現實的表達可能更有助於將觀眾捲入到電影製作者的主題表達中，⽽具有普適價值的故事能夠逾越跨地域⽂化的鴻溝。當觀眾開始思考「戲劇真實」與「現實真實」之間的相似性時，表明他們捲入了更多的情感，對主題的思考或感受也許是很私⼈化的，但當觀眾對「⾃我」與「他者」社會進⾏比較時，跨地域傳播也邁出了⼀步。這說明，在撰寫影視劇本時，應該給予觀眾思考真實世界的空間，⽽不是創作⼀個空中樓閣僅供⼈仰望。 本⽂可總結的路徑⼆，即⼈物設置上依託⾹港電影⾃身的動作類型優勢和明星制。⾹港電影在中國內地跨地域傳播的成功離不開⾹港電影本身多年的積澱。⾹港電影⼯業時代製作的⾹港電影，以其特有的⾹港⽂化或港味⽂化潛移默化地影響著內地觀眾的電影品位，縱然是當下內地狂攬票房的新主流電影受到⾹港電影⼯業系統的影響—類型化敘事、優秀影視⼈才等。17 ⼆⼗世紀 70年代末，⾹港動作⽚（Hong 17 張衛、陳旭光、趙衛防，〈以質量為本 促產業升級〉，《當代電影》，第 261期（2017.12），4-14。

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 35 Kong Action）開始⾛向其巔峰時刻，並成為⾹港電影最成功的標籤之⼀在世界範圍內產⽣不可忽視的影響⼒。在彼得·斯坦 (Peter Setin)和麗莎·斑農(Lisa Bannoin)的著作《⾹港動作⽚拳打腳踢好萊塢》中，明確指出⾹港動作電影對好萊塢的強烈吸引⼒。18 直到現在，動作類型⽚依舊是⾹港電影在國際市場上的重要標籤之⼀。例如，2022 年 3 ⽉ 14 ⽇上映的美國索尼公司出品的《神秘海域》中，男主角「荷蘭弟」的動作場⾯即是對成龍經典打⾾場景的致敬。19 借⼒「明星效應」的市場正向作⽤和⾹港優秀電影製作⼈才的技術。「明星制」帶動的粉絲效應、電影品牌宣傳⼒、增強觀眾消費欲等商業正向作⽤毋庸置疑，但真正優質的「明星效應」應該同好萊塢歌舞⽚的界定相同：精湛的演技和⼜碑。20 ⾹港電影⼯業化體系下培養出的優秀製作⼈⼀直活躍於電影市場，他們擁有超前的思維、豐富的想象⼒、敬業的精神和不懈的堅持，⾹港電影跨地域傳播的成功離不開他們的努⼒。 本⽂結論所確定的路徑三，為跨地域傳播需避免墨守成規，應因地制宜，保持開放性、動態性及對⽂化差異的敏感性。我們並不提倡將研究結果—對影視⼈物和電影主題形成差異化解讀—推廣至所有跨地域案例，⽽是強調跨地域⽂化傳播需培養「⽂化接近性」。例如，⾹港電影早年進入內地觀眾視野時，通過潛移默化的審美塑造並影響了內地觀眾的電影品位，甚至反哺內地電影產業。然⽽，忽略⽂化差異、盲⽬跟風製作或營銷，不僅是資源浪費，更對⽂化傳播無益。因此，在跨地域傳播中，需充分尊重⽂化差異、保持深厲淺揭視角，並在理解⽬標受眾的基礎上進⾏適應性調整。 四、結語 本⽂從內地觀眾的身份屬性出發，重構了港⽚受眾研究的視角，突破傳統地域 18 袁書，徐建生譯，〈美國語境中的功夫片解讀：從李小龍到成龍〉，《世界電影》，第 1期（2005.01），4-19。 19 搜狐新聞，「25歲荷蘭弟致敬成龍，成龍隔空喊話：小伙子都是自己親身上陣」，搜狐網，瀏覽日期為 2022年 3月 14日，http://news.sohu.com/a/529526631_120099886。 20 楊揚，〈好萊塢歌舞片跨媒介營銷策略〉，《當代電影》，第 311期（2022.02），148-155；張李銳、範志忠，〈新主流電影的工業化製作與類型化敘事〉，《北京電影學院學報》，第 172期（2021.04），20-25。

楊倩、黃華怡、羅樂 36 比較的分析範式，突顯出觀眾內部⽂化解讀的異質性與多樣性。結合參照式與批評式的理論模型，本⽂揭⽰解讀模式背後所依憑的⽂化語境與⼼理結構，豐富⽂化研究對影視⽂本、情感投射與社會認同之間互動關係的理解。在實踐層⾯，本⽂根據觀眾的實際回應，提出多層次的敘事與⽂化策略建議，為⾹港電影在跨語境傳播中的⽂化調適與創作轉化提供新啟⽰。

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 37 徵引書目 [1] 藝恩數娛，「怒⽕ ·重案」，藝恩網，瀏覽⽇期為 2021年 8⽉ 30⽇，https://ys.endata.cn/Details/Movie?entId=691465。 [2] 燈塔專業版，「怒⽕重案」，瀏覽⽇期為2022年3⽉1⽇。 [3] 百度指數，「怒⽕·重案」，百度，瀏覽⽇期為 2021年 12⽉ 30⽇，https://index.baidu.com/v2/main/index.html#/trend/%E6%80%92%E7%81%AB%E9%87%8D%E6%A1%88?words=%E6%80%92%E7%81%AB%E9%87%8D%E6%A1%88。 [4] ⾦雞獎提名委員會，「第34屆中國電影⾦雞獎評委會提名名單」，中國⾦雞百花電 影 節 · 中 國 電 影 ⾦ 雞 獎 ， 瀏 覽 ⽇ 期 為 2021 年 1 ⽉ 30 ⽇ ，https://www.zgjjbhdyj.com/nomination_list.htm。 [5] 列孚，〈近年⾹港電影發展態勢〉，《當代電影》，第176期（北京：2010.11），12-19。 [6] 斯圖亞特·霍爾，肖爽譯，〈電視話語中的編碼和解碼〉，《上海⽂化》，第2期（上海：2018.02），33-45。 [7] 泰瑪·利⾙斯、埃利胡·卡茨，劉⼦雄譯，《意義的輸出：〈達拉斯〉的跨⽂化解讀》，華夏出版社，2003。 [8] 陳楊，〈為什麼觀看美劇不影響國族主義?—全球化背景下的中國受眾〉，《國際新聞界》，第38期（上海：2016.02），119-134。 [9] 趙鴻燕，〈跨⽂化維度下韓國受眾對中國電視劇的接受分析—基於中韓受眾比較視角的深度訪談〉，《廣播電視傳播研究》，第34期（2012.10），94-101。 [10] ⾦⽟萍，《⽇常⽣活實踐中的電視使⽤—托台村維吾爾族受眾研究》，上海：復旦⼤學博⼠論⽂，2010。 [11] 燈塔專業版、貓眼專業版，「怒⽕重案」，瀏覽⽇期為2021年8⽉1⽇。 [12] 張衛、陳旭光、趙衛防，〈以質量為本 促產業升級〉，《當代電影》，第261期（2017.12），4-14。 [13] 袁書，徐建⽣譯，〈美國語境中的功夫⽚解讀：從李⼩龍到成龍〉，《世界電影》，第1期（2005.01），4-19。

楊倩、黃華怡、羅樂 38 [14] 搜狐新聞，「25歲荷蘭弟致敬成龍，成龍隔空喊話：⼩伙⼦都是⾃⼰親身上陣」，搜 狐 網 ， 瀏 覽 ⽇ 期 為 2022 年 3 ⽉ 14 ⽇ ， http://news.sohu.com/a/529526631_120099886。 [15] 楊揚，〈好萊塢歌舞⽚跨媒介營銷策略〉，《當代電影》，第311期（北京：2022.02），148-155。 [16] 張李銳、範志忠，〈新主流電影的⼯業化製作與類型化敘事〉，《北京電影學院學報》，第172期（2021.04），20-25。

港片的再想象與跨地域多重解讀：基於《怒火·重案》的內地受眾分析 39 附錄：受訪者背景 受訪者 編號 性別 年齡段 （歲） 婚姻 教育程度 職業/行業 訪談時長 （總分鐘） A 男 30-34 已婚 本科 白領/電子商務 45 B 女 35-39 已婚 本科 白領/影視 130 C 男 35-39 已婚 本科 白領/互聯網 105 D 女 25-29 未婚 碩士 白領/園林 135 E 男 25-29 未婚 碩士 白領/奢侈品 45 F 女 18-24 未婚 本科 大學生/教育 50 G 男 18-24 未婚 本科在讀 大學生/語言 60 H 男 25-29 未婚 本科 白領/電子生產 60 I 男 40-50 已婚 本科 公務員 75 J 女 18-24 未婚 本科 白領/影視 70 K 女 25-29 已婚 本科 白領/影視 85 L 女 40-50 已婚 大專 白領/影視 60 M 女 30-34 未婚 本科 公務員 120

楊倩、黃華怡、羅樂 40 第㆒作者簡介 楊倩，澳門科技大學人文藝術學院/電影學院電影管理碩士生，研究領域為中國電影產業 通訊地址：澳門科技大學人文藝術學院 通訊電郵：Yangxiaoji_1217@163.com 第㆓作者簡介 黃華怡，澳門科技大學人文藝術學院博士生，研究領域為中國電影產業 通訊地址：澳門科技大學人文藝術學院 通訊電郵：huanghuayimacau@foxmail.com 第㆔作者（通訊作者）簡介 羅樂，澳門科技大學人文藝術學院 電影學院助理教授，研究領域為中國電影、視覺文化與新媒體，著有核心期刊論文十餘篇，學術專著三部 通訊地址：澳門氹仔偉龍馬路澳門科技大學 R座 312 通訊電郵：lluo@must.edu.mo

澳門科技大學學報(人文社會科學版)第十九卷第二期 二零二五年六月，頁 41-55 DOI: 10.58664/mustjournal.2025.06.003 41 澳門新詩中的市民性因素分析* 鄭應峰 （澳門科技大學國際學院助理教授） 摘要：澳門新詩發展除具有藝術本體的一般演化特征外，還具有創作自發、作者廣泛、非市場化運作等區域性特點，體現了澳門市民社會的藝術本土特色因素。在藝術自發的層面，新的史料成果較為確切地還原早期新詩的情況。從史料角度出發，會發現創作個體、多元審美、以及生成和參與藝術的公共領域對新詩的市民性因素有一定影響。在澳門新詩的發展過程中，藝術的傳承和革新體現新詩作為文學角度的自足性，也體現澳門新詩和本地的藝術傳統有一定關聯，理解澳門新詩對於認知澳門文學有著重要的參考價值。 關鍵詞：澳門新詩、市民、審美 * 收稿日期：2023年 07月 18日；通過日期：2025年 5月 12日。

鄭應峰 42 Analysis of Citizen Factors in Macau’s New Poetry Zheng, Yingfeng (Associate Professor, University International College, Macau University of Science and Technology) Abstract: In addition to the general formation characteristics of the art body, the development of Macau’s new poetry also has regional characteristics such as spontaneous creation, a wide range of authors, and non-market operations, which reflect the unique factors of local art in Macau’s civil society. From the perspective of historical data, we will find that individual creation, multiple influences on aesthetics, and the public sphere that generates and participates in art have a certain impact on individual citizens of New Poetry. In the development process of Macau’s new poetry, the inheritance and innovation of art reflect the self-sufficiency of new poetry as a literary perspective, and also reflect the connection between Macau's new poetry and local artistic traditions. Understanding Macau’s new poetry has important research value in understanding the generation of Macau literature. Keywords: Macau’s New Poetry; Citizens; Aesthetics

澳門新詩中的市民性因素分析 43 一、引言 學界對澳⾨新詩的研究⼀直是個熱點。這⼀點，從許多關於澳⾨詩歌的評論中可以得到⽀持。評論者⼀般不太關⼼澳⾨詩歌的結構⽣成，包括語⾔學分析的⾳素、格律、節奏，或者和⽂體學相關的詞彙關係、詞句分析、意義⽣成等，這些強調得不多，原因之⼀就是這些要素並不體現為澳⾨新詩的突出成就。澳⾨新詩的研究著重於主題和內容的比較多，體現了澳⾨新詩發展的時代性與階段性特徵。在澳⾨新詩的主體和內容分析上，很多是從時代環境或者⼼理情感角度出發去研究其特徵。這些研究都有⼀定的道理並且產⽣了相應的學術成果。但是有⼀個局部因素容易被忽略，即澳⾨新詩中多少存在著市民性的社會結構因素，這種因素對澳⾨新詩的特徵形成是有⼀些影響的。市民性因素涉及的對象包括創作的主體和⽂本的接受者，並主要體現為市民的⽇常⽣活身份以及⼈群的普遍性，貫穿於創作、傳播和接受的過程與⽅式中。如果把市民性因素作為考察的角度之⼀，就會發現澳⾨新詩創作的⾃發性、普遍性和去商業化的局部特徵，從這裡可以給分析澳⾨新詩提供⼀定的參考角度。 二、誕生前期的創作自發性 澳⾨新詩的出現從整體上看帶有⼀定的⾃發性。對於澳⾨新詩的誕⽣有幾種說法，有⼆⼗世紀 20年代、30年代和 50年代說。主要原因是與中國⼤陸轟轟烈烈的新⽂化運動相比，近代澳⾨在新⽂學轉型的步伐上是相對緩慢的。「迄今尚未有發現任何資料，可以說明新⽂學運動在它最初蓬勃的⼗年對澳⾨產⽣任何影響。」1 這表明至少在 30 年代之前，澳⾨新⽂學運動沒有形成⾃覺的潮流。30 年代是澳⾨新⽂學的產⽣期，這⼀看法在澳⾨⽂學研究界被廣泛認可。「澳⾨早期新⽂學活動應該是『九⼀八』救亡運動以後逐步開展起來的。」2 即使有這些時間界定，對澳⾨新詩的誕⽣期還是有爭論的。造成學界爭論的主要原因是澳⾨新詩研究資料的匱乏。如 1 劉登翰（主編），《澳門文學概觀》，（廈門：鷺江出版社，1998），100。 2 李成俊，〈香港·澳門·中國現代文學〉，《澳門文學論集》，（澳門：澳門文化學會，1988），42。

鄭應峰 44 澳⾨新詩學者呂志鵬，翻閱了 1913年的《澳⾨通報》、《濠鏡晚報》至 40年代的《世界⽇報》、《西南⽇報》等檔案報紙，均沒有發現新詩的發表。這⼀情況對於⼩說、戲劇來說則不同，在 40年代之前，⼩說、戲劇已經散⾒於澳⾨報刊。從筆者所翻閱的 50年代之前的澳⾨舊報紙來看，可以和呂的看法相印證。與⼩說、戲劇的市場化、影響⼒相比，澳⾨新詩的寫作在其出現之初就帶上了更接近於業餘愛好的藝術旨趣。 這種選擇性和澳⾨的地域特⾊有關。澳⾨雖長期受葡萄牙管治，但葡萄牙⽂化對澳⾨民間的影響比較⼩。主要的原因在於澳⾨在⼈⼜構成上，以華⼈為主體，華⼈社會形成⼀種對外的⼒量，其經濟活動、⽂化⽣活、乃至⾎緣關係都和中華傳統⽂化有著緊密的聯繫。由於澳⾨⾯積較⼩，在地緣位置上亦對祖國形成強烈的依賴關係。另⼀⽅⾯，相對平靜、⾃⾜的⽂化圈，是新⽂化運動期間澳⾨社會較為平靜，也是新詩創作相對平靜的重要原因，這⼀特點延伸到了 30年代。從創作影響和創作數量的角度，把 30年代之前的澳⾨新詩創作稱為誕⽣前期應該是可以的。隨著新資料的發現，新詩誕⽣前期的⼀些情況逐漸被勾勒出來。 民國初年，澳⾨⽂壇的主要⼈物是汪兆鏞、吳道鎔、張學華等⼀批晚清遺民詩⼈，以創作舊體詩和其他舊體⽂學為旨趣，彼時的澳⾨⽂壇是舊體詩詞的天下。然⽽有意思的是澳⾨新詩突破也是從舊體創作詩⼈中出現的。澳⾨最早的新詩可能是澳⾨⼈馮秋雪的《紙鳶》（或為擬題）。「它寫於 1920年 1⽉，較聞⼀多《七⼦之歌》中的《澳⾨》最少早近五年。」3 馮秋雪是澳⾨雪堂詩社的發起⼈，雪堂詩社是民國時期澳⾨第⼀個以本⼟居民為主的⽂學團體。「『雪堂』以提倡風雅、暢論古典詩詞為宗旨。」4 1915年，雪堂詩社還編輯出版了詩刊《詩聲─雪堂⽉刊》，至 1920年停刊，據學者考證，馮秋雪的現代詩《紙鳶》就登在了 1919年《詩聲》的第 4卷第1 號上。雖然澳⾨當時有新詩出現，但是和⼤陸的新⽂化運動不同，澳⾨新詩沒能引領⽂化⾰新的潮流。「澳⾨作家受到胡適等⼈的影響，在新⽂學運動的最初⼗年內，開始嘗試創作新詩，並取得⼀定的成果，但卻淺嘗輒⽌，沒有堅持下去，更沒有形成風氣。」5 從誕⽣前期舊體詩詞主宰⽂壇可以看出，澳⾨新詩的發軔是內發於⾃身的原因為多，以藝術趣味為主，⽽受外部環境的影響為少，體現了較多的個體情 3 鄧俊傑，〈新文學運動的邊緣迴響―論澳門的早期新詩〉，《中山大學學報（社會科學版）》，第 5期（廣州：2019 .05），58。 4 鄧俊傑，〈新文學運動的邊緣迴響―論澳門的早期新詩〉，59。 5 鄧俊傑，〈新文學運動的邊緣迴響―論澳門的早期新詩〉，64。

澳門新詩中的市民性因素分析 45 感化審美特⾊，⽇常⽣活的意象存在於詩作當中。比如像馮秋雪的《紙鳶》：……紙鳶! 紙鳶！你好得意呀！又⾼又低，又展又轉。/唉！風來了，⾬到了，怎樣好呀? 冰姉呀! /刮喇！刮喇！疏疏！疏疏！─/哎唷！線斷了，紙鳶呢? 沒由尋⾒。/為什麼弄到這樣呀……6（註：「冰姉」應該為⼈名）其中的語句充滿了⽣活的意趣，詩歌帶有⽂⾔和⼜語的特徵，體現了當時澳⾨⽂⽩轉型的寫作特⾊，是新⽂化運動在澳⾨的平靜迴響。另外就是本詩的意象，其內在的情感是⽇常的體驗，構成了⼀種⽣活意象，也即韋勒克、沃倫所說的非視覺感情意象，這和詩⼈的⽇常⽣活情感是對應的，在後來他們的詩集中也得到了印證。詩中⽣活化的意象體現的是詩歌創作的⽇常性和⾃發性。 澳⾨新詩的創作，20年代屬於萌發期，也有⼈把澳⾨新詩的起點定在 30年代。原因就是當時澳⾨新詩的創作進入⽂學活動的⾃覺期，出現了之後澳⾨新詩的代表性詩⼈。有認為 30年代：「雖然德亢、蔚蔭、魏奉盤和飄零客的新詩只是以歌頌或⼜號式的斷句來實現新詩，但同樣應該無礙澳⾨本⼟新詩的始發地位。」7 或者界定：「至少從 30年代起，澳⾨即有詩⼈從事新詩創作，（如）出⽣於澳⾨的華鈴。」8 從創作⽅⾯，30年代澳⾨的新詩創作除了延續 20年代的個體審美旨趣之外，還有⼀個鮮明特點，即受民族救亡的意識影響，新詩創作體現了市民⽂化的民族⾃發性。如德亢的《春底風光》：「……槍啊，密密地響。⾎啊，滲滲地流︔宇宙暗悲喪壯⼠，⾃由之神你往哪兒去……」《給你，廣州》：「……廣州，快⾒你。當侵略者的國運，從富⼠山最⾼峰跌下時，獸兵已感到精疲⼒倦，我們英勇將⼠倒越強……」9 民族意識詩歌體現的是群體的⾃發性，這是⽂化傳統和歷史賡續在澳⾨市民社會的共鳴和迴響。30 年代澳⾨四屆救災會的成⽴就是為了團結澳⾨各階層進⾏抗戰救亡運動，澳⾨新詩的創作正是在這⼀氛圍下發軔的。 6 原載於《詩聲》第 4 卷第 8 號《詩聲附庸》，1919年 10月 8日。 7 呂志鵬，《澳門中文新詩發展史研究（1938-2008）》，（北京：社會科學文獻出版社，2011），39。 8 廖子馨編，《千禧澳門文學研討集》，（廈門：澳門日報出版社，2002），98。 9 〈德亢詩歌〉（錄自澳門培正中學佚名文集）；文集約出版於 1939、1940 年間；第 105、107、108頁。

鄭應峰 46 二、新詩寫作的大眾化 澳⾨新詩存在的市民性因素還體現在新詩創作群體的⼤眾化上。澳⾨評論家李觀鼎先⽣ 1996 年提到，澳⾨平均⼀萬⼈就產⽣⼀個有名的詩⼈，這個比例是很⾼的。彼時澳⾨⼈⼜四⼗萬左右，⽽ 2023年澳⾨⼈⼜已接近七⼗萬，受⾼等教育的⼈群比例⼤⼤增加，知名詩⼈的數量比原來更多，如單在澳⾨筆會，知名作家和詩⼈已達百位之數。 澳⾨新詩屬於澳⾨⽂學的實績，綜合澳⾨詩⼈、學者韓牧、鄭煒明、呂志鵬等⼈以及其他研究者的看法，「澳⾨⽂學」⼤致要有這些要求：要麼符合第⼀種情況，即本籍作者身份，作者須是堅持創作的⼈，並且作者在澳⾨定居或者在澳⾨⽣活時間較長︔要麼符合第⼆種情況，即詩歌材料，指留居在澳⾨的其他籍⼈⼠，堅持創作，並以澳⾨⽣活作為關聯對象的作品。澳⾨新詩是在澳⾨⽂學範圍下的展開，同時，以其平民化的詩性指向又不斷豐富著澳⾨⽂學的內涵和外延。除了知名詩⼈，澳⾨新詩的⼤眾化還體現在創作群體的廣泛性。創作群體的廣泛性突出體現在 50年代之後的澳⾨新詩創作。澳⾨新詩的創作傳統並沒有斷裂，⽽是⼀直延續。有學者指出：「如果說 1950年代是澳⾨新詩的萌芽期，1960～1970年代是發展期，那麼，1980年代就是澳⾨新詩的⿈⾦期、成熟期。」10 澳⾨新詩在其誕⽣前期，創作以⾃發性，市民業餘愛好為主。30年代之後受民族救亡圖存⼤環境的影響，澳⾨新詩主要以當時的抗戰環境作為主題。「作為新詩的傳播者，他們都傾向於表現現實或從民族抗爭的角度表現新詩。」11 當時新詩的寫作體現了普遍的民族情緒，是創作社會化、群眾性的反映，⽽ 1937年成⽴的「四界救災會」更是將新詩的民族和⼤眾⾊彩推向⼀個新的階段。到了 50年代，澳⾨新詩進入新的發展階段，主要體現在本⼟新詩創作數量的增多。值得注意的是，⽂學的發展和社會之間的關係是複雜的。同樣屬於藝術的範疇，話劇、戲曲這樣的舞台藝術反⽽在戰後有所回落。這主要是因為戰時澳⾨集中了⼤量外來⼈⼜，催⽣了⼀定的觀眾市場，⽽戰後⼈⼜的回流和藝術的外遷促成了這⼀現象。根據澳葡政府的⼈ 10 莊文永，「80年代澳門新詩的文化透視」，《文化雜誌》，（澳門文化司署 1995年冬季第 25期），瀏覽日期為 2023年 6月 22日，http://www.icm.gov.mo/rc/viewer/10025/419。 11 呂志鵬，《澳門中文新詩發展史研究（1938-2008）》，47。

澳門新詩中的市民性因素分析 47 ⼜統計數字，從 1920年到 1939年之間，澳⾨⼈⼜總數從 84,000⼈躍升至 240,000左右，20年間⼈⼜接近 192%，⽽這個數字在抗戰後有所回落，如 1950年⼈⼜總數在 180,000 左右。當然，藝術的市場化在抗戰期間除了⼈⼜因素，還跟當時電影市場受戰爭影響，膠卷難以進入，⽂化消費⽅式受限有關。這些因素對於澳⾨新詩卻無太⼤影響，新詩以⾃發的業餘形式存在著。 對於澳⾨新詩⽽⾔，50年代是其開始發⼒並形成規模影響的時期，這就是為什麼有些研究者認為澳⾨新詩誕⽣期是在 50年代的重要原因。澳⾨新詩在 50年代的發展取決於兩個重要因素，⼀是⽂學平台的建⽴，⼆是⼤眾參與的熱情。50年代發表新詩的主要陣地有《新園地》、《澳⾨教育》、《學聯報》等刊物，這些刊物的出現使澳⾨新詩發表有了穩定的平台，這⼀情況比 30、40年代的情況要理想很多。30、40年代的澳⾨新詩並無固定的刊物可供發表，這是市場選擇的結果。有些⽂學刊物會刊登⼀些新詩作品，如《⼩齒輪》，但辦刊和停刊是常有的現象。50年代的澳⾨新詩出現了⼤批新⽣的⼒量，年輕作者、青年學⽣佔了很⼤⼀部分比例。「事實是 50年代的發展要比 30年代及 40年代快得多，具體指標是本⼟新詩創作量的增多……新詩的⽣態基本上以現實主義及愛國主義為主導模式。」12 雖然無法統計創作的具體⼈數，但是像 50年代創刊的《新園地》、《澳⾨教育》、《學聯報》以及稍後的《澳⾨學聯》半⽉刊、《紅⾖》等為澳⾨培育了⼤量的新詩寫作⼈才和愛好者卻是不爭的事實，澳⾨新詩的寫作已經普及到廣⼤的中⼩學群體和知識分⼦⼈群中。如根據呂志鵬的統計，《澳⾨⽇報·新園地》1958 年創刊的頭四個⽉，平均每星期能發表兩三⾸新詩。又如 1956年《澳⾨學聯》半⽉刊在作者群⽅⾯有三⼗多位，加上其他刊物的作者，澳⾨新詩活躍的作者⼈數有幾⼗位當不是問題，再加上有著名詩⼈華鈴、李丹等，⽽那時澳⾨的總⼈⼜數在⼗七萬至⼗九萬之間浮動。可以⾒得，50年代的新詩發展是較有規模和實績的，可以反映澳⾨新詩的作者廣泛性，體現了新詩的市民詩化意識。其重要原因在於新的⽂學刊物使新詩有更多的發表機會，⽽共同的歷史⽂化意識又使新詩的愛國主義和現實主義主題得到廣泛的傳承和延續。創作的群眾性是 50年代澳⾨新詩起步發展的⼀個重要原因。 60、70 年代的澳⾨，新詩創作的群體在民間有普及，比 50 年代有所發展。除了⽼⼀輩的作者如華鈴、李丹，新的業餘創作者不斷湧現，不少在⽇後成為了澳⾨ 12 呂志鵬，《澳門中文新詩發展史研究（1938-2008）》，56、57。

鄭應峰 48 詩壇的健將或領導者，如陶⾥、汪浩瀚、雪山草、江思陽、韓牧等。這⼀時期的發表園地還有 1963年開始出版的《紅⾖》⽂學雜誌，以及 1958年之後併入《澳⾨⽇報》副刊的《新園地》，以及 1950年創刊，由《學聯報》改名⽽來的《澳⾨學⽣》等。這⼀時期的詩歌創作呈現出歷史階段性特點。如在寫作⽅⾯，帶有古典式抒情的寫法逐漸向更有現代性的個體⾊彩轉化，多元化，反思式的觀念在 70年代後期逐漸進入澳⾨新詩，醞釀了澳⾨新詩之後的寫作本⼟意識。這些特點表明瞭澳⾨新詩寫作的市民社會結構特點，即群體性和個體性審美結合在⼀起，體現了社會發展對於新詩創作的影響。社會發展給澳⾨新詩提供了源源不斷的材料，使新詩創作有關注社會的⼤眾化意識，並無太多的技巧炫耀，推動了⼤眾創作的⼈群。如 1974年韓牧的《澳⾨獵古》：「農民把綠⾖送給他的⾺蹄，最後是鐮⼑戰勝了⽕槍……」，體現了反殖民意識︔舒汶的《電話》：「輕觸你穆靜知湖⼼，撥弄靈犀的隱碼……」，涉及到都市⼈⽣，情感非常細膩和個體化︔1976年汪浩瀚的《衛星城市惡奏曲》：「然後是稻⽥菜⽥變成了地⽪，然後是住家艇變成⼯業商業……」，已有城市現代性反思的味道。 70年代後期是澳⾨新詩發展的分⽔嶺。有學者對澳⾨⽂學的發展提出兩次⼤型思潮說，⼀是「九⼀八」前後澳⾨新⽂學產⽣期︔⼆就是 80年代的⽂學思潮。第⼆次思潮是伴隨著經濟轉型，新移民湧入，內地⽂學復甦等境況⽽形成的。澳⾨新詩本⼟意識是在 70 年代末醞釀，80 年代初在建⽴澳⾨⽂學形象的呼籲中形成的。80年代的澳⾨新詩創作，其創作數量和創作群體依然可以體現廣泛性、市民化的特徵。澳⾨新詩創作群體既有⽼⼀輩的詩⼈，同時也不斷湧現新的創作者，他們來⾃各業各階層，在⼀定程度上代表著社會的觀察視角和接受視野。80年代的作者特點是除了原有的本⼟詩⼈，還湧入了⼀批新移民詩⼈，兩批⼈合⼒創作，詩歌成果蔚然可觀，活躍詩⼈數量比以前⼤為增加。90年代則出現了「新⽣代」詩⼈，是 80年代創作風氣影響下的成果，可以看到 80年代關注社會和反映現實的延續。「新⽣代」詩⼈很多是從⼤學校園中⾛出來的，寫詩是⼯作之餘的⼀部分，其市民性和⼤眾化特徵並沒有消失，尤其是從創作的主題和內容來看，還是和社會⽣活有密切聯繫的。進入新世紀之後，新詩創作呈現出多元性，網絡和多媒體的普及使詩歌寫作成為更加隨意和更加個體表達的⽅式，出現了「e世代」、「別有天」等網絡詩⼈群。 從 70年代中到 90年代中的⼆⼗年時間，澳⾨新詩「從數量上看，無論是結集

澳門新詩中的市民性因素分析 49 出版或被海內外雜誌選輯的作品，以及評論⽂章，新詩類都穩佔前列︔所以說澳⾨是詩的基地，應是無庸置疑。」13 澳⾨回歸之後，新詩創作數量不減，從 1999 至2009年之間，僅以《澳⾨⽇報》的「鏡海」版為例，「⼗年間『鏡海』刊載新詩數量達 2300多⾸。」14 考慮到還沒有統計澳⾨其他報刊、雜誌，如果單從⼈⼜比例⾔，新詩作品的數字是驚⼈的。當下，澳⾨詩歌的發表除了傳統紙媒，更有無數的網絡空間，其創作數量難以統計，創作體現出廣泛、隨意、⾃由等網絡多媒介性和寫作⾃媒體化的現象特徵。從⼈⼜比例⽅⾯來講，按莊⽂永在《80年代澳⾨新詩的⽂化透視》⼀⽂中的統計，80年代湧現的知名詩⼈包括移民詩⼈在內約有⼆⼗七位，如果加上⽼⼀輩知名的新詩寫作者，四⼗位當不成問題。根據澳葡當局的⼈⼜統計，整個 80 年代的⼈⼜數在⼆⼗九萬至三⼗六萬之間浮動。即每⼀萬⼈中已有⼀位本⼟知名詩⼈，這還沒細分出古體詩詞名家，難怪有⼈將澳⾨譽為詩城。至於 90年代，李觀鼎先⽣已指出了詩城之譽。進入新世紀，網絡化和⾃媒體的興起，新詩創作的普及性程度更是難以統計。以⽬前為例，澳⾨筆會的知名作家、詩⼈已有⼀百位左右，已遠超出萬⼈中出⼀⼈的比例。 ⽬前澳⾨新詩的創作體現了兩種⼤類型的寫作傾向。⼀是繼續現實主義特徵，即牽連現實和個體感受，如 80 年代反映現實和帶有古典式抒情的詩歌，90 年代的新⽣代詩歌和新世紀多元化、個體性寫作。另⼀類就是詩歌寫作部分⾛向精英化。這主要是指詩歌創作者中有⼀批⾼學歷⼈⼠，他們有⼤學以上學歷，理論的深度使他們更多地思考、探索詩歌寫作的深層次問題，⽂化考量和哲學思辨被更多地納入寫作視野，與傳統的抒情、感發不同，情理性和學理性在提升。這後⼀類詩歌寫作具有深度，是⼤眾性寫作中的新類別。 三、新詩創作的非市場化 澳⾨新詩的市民性因素還體現在詩歌創作的非市場化上，即體現了傳播⽅式的⾃發性。在澳⾨新詩誕⽣初期，其寫作呈現的是完全的業餘⾊彩，跟市場不沾邊， 13 鄧駿捷，《澳門華文文學研究資料目錄初編》，（澳門：澳門基金會，1996），3。 14 王烈耀、龍揚志，《文學及其場域：澳門文學與中文報紙副刊（1999-2009）》，（北京：社會科學文獻出版社，2014），82。

鄭應峰 50 寫詩是個⼈的愛好和選擇。例⼦如 30、40年代的澳⾨報紙，很難⾒到新詩的刊登，⽽戲劇尤其是戲曲的廣告則到處可⾒，⼩說也能⾒到刊登。⽽ 1945年之後，反法西斯戰爭取得勝利，國際環境好轉，澳⾨⼈⼜回流各地，⽂化消費市場式微，新詩反⽽有發展的傾向。這表明澳⾨新詩的寫作伴隨著市民⽂化趣味的提升⽽有所發展。根據現有資料統計，從 30到 50年代，澳⾨⼤⼤⼩⼩報刊，如《新聲⽇報》、《⼤眾報》、《華僑報》等，有⼗六種左右。在這些報紙中，以商業環境為依託的辦報形式，除了⼩說、戲曲、話劇、電影這些可以商業⽅式運作的藝術⾨類，新詩在報刊上幾無發表，缺乏⽂學市場。 50年代之後澳⾨新詩的發表園地有 1950年創刊的《新園地》，1958年停刊，⽽同年創⽴的《澳⾨⽇報》則沿⽤「新園地」之名，作為該報的綜合副刊。1950年創刊的《學聯報》是澳⾨新詩發表的另⼀重要園地，如今改名為《澳⾨學⽣》，仍在延續。還有⼀些零散的園地，如澳⾨各校學⽣的⾃治會刊物，本地宗教刊物亦有新詩發表。新詩的發表以業餘的創作形式存在著，新詩發表園地也非盈利機構。但即使這樣，澳⾨新詩仍不乏熱情的後繼者，他們在潛移默化當中推動了新詩的創作和探索。如 1963年 5⽉出版第⼀期的⽂藝性刊物《紅⾖》，聚集了⼀批澳⾨本⼟新詩作者。這些普通市民出於對詩歌的熱忱，參與這份事業。「那時有⼀群『傻瓜』，百多元的⽉薪，竟擠出幾⼗元作為出版經費……在鋼紋版上⽤⼿謄寫蠟紙，再⼀張⼀張地⽤油墨複印。」15 後來由於經濟困難，《紅⾖》在 1964年 8⽉停刊，共出版 14期，其中刊登的作品成為澳⾨新詩研究的重要資料。進入 80 年代，澳⾨新詩迎來⼤發展，這既是⼈⼜增加和國內外思潮影響的結果，也跟前期澳⾨新詩的醞釀和蓄⼒有關。80年代除了傳統的詩歌園地，還活躍著其他詩歌園地，如發表詩評的《語叢》、《華僑報》的「華菁」⽂學園地、澳⾨教區青年牧民中⼼的《活流》刊物、東亞⼤學學⽣會的《東⼤學⽣報》、《青⿃》等。此外 80年代前期還出版了《雙⼦葉》、《⼤漠集》、《伶仃洋》等澳⾨新詩集。詩⼈⽅⾯除了⽼⼀輩如汪浩瀚、江思陽等，還湧現出韓牧、梯亞、葦鳴、懿靈、凌鈍、⽟⽂、⿈曉峰等⼀⼤批對澳⾨詩歌創作有影響的本⼟詩⼈，⽽移民詩⼈陶⾥、淘空了、胡曉風、⾼⼽、流星⼦等等則進⼀步擴充了澳⾨新詩的⼒量。澳⾨新詩憑藉這些無法靠稿費和版稅養活⾃⼰的詩⼈，以代 15 津洪，〈憶紅豆〉，轉引自呂志鵬，《澳門中文新詩發展史研究（1938-2008）》，（北京：社會科學文獻出版社，2011），91。

澳門新詩中的市民性因素分析 51 表各⾏各業普通市民的身份，不斷取得澳⾨⽂學的實績。韓牧在 1984年提出了建⽴「澳⾨⽂學形象」的呼籲，這其中澳⾨新詩的分量不可謂不⼤。⽽進入 90年代的澳⾨新詩，其創作勁頭略遜於 80年代，但在詩⼈的數量上則有所增加。「若將 80年代比喻成某⼀⾼樓，那麼 90年代更像某群平房，雖然論藝術⾼度『平房』可能⼀時三刻未能趕過『⾼樓』，但它提供了⼤⾯積發展的可能性，為地區創作發展提供了無限的可能性。」16 這⼀時期澳⾨新詩寫作還是取得了扎實的成績。如 1989年「五⽉詩社」成⽴，1990年開始出版《澳⾨現代詩刊》，1987年成⽴的澳⾨筆會，1989年開始出版《澳⾨筆匯》，1994年蜉蝣體編委會出版綜合性⽂學刊物《蜉蝣體》，1997年⼀批澳⾨籍學⽣於四川聯合⼤學成⽴如⼀詩社，1998年於廣州暨南⼤學成⽴風蹤詩社，1992年澳⾨寫作學會成⽴，等等。更多的詩集和作品在港澳台出版或發表。詩⼈⽅⾯新秀不斷湧現，如⿈⽂輝、林⽟鳳、王和、馮傾城、謝⼩冰、凌⾕、姚風、郭頌陽、齊思、⽑燕斌、呂志鵬等等。所有這些澳⾨新詩界現象，都和市場化無關，這些詩⼈或創作者可以說無⼀例外都在⽤業餘或課餘時間創作。 進入新世紀以來，網絡⽂學讓澳⾨新詩進入了新的傳播媒介時期。2002年由賀綾聲、邢悅、觀雲、眉間尺和⽢草等組織的「別有天詩社」在網絡空間成⽴，這可以說是澳⾨新詩⾛向網絡時代的⼀個標誌。在網絡新世代中，詩歌發表變得更加容易，表達更加多元和個體化，但是也有⼈擔⼼各類⽂本的滲入，會導致新詩的精神深度被削弱，「甚至其中曾屬於天之驕⼦的新詩則被⼤眾所拋棄。」17 可以說在網絡時代，澳⾨新詩雖然逐步從市場化的陰影下解脫出來，但卻⾯臨著精神蒼⽩，不斷解構的詩性丟失。 「澳⾨是沒有所謂⽂學市場的，即使有，這市場也不是以澳⾨⽂學為主。」18 這⼀說法對於⽬前整個澳⾨新詩也是適⽤的，澳⾨⽂學包括新詩創作可以說都是在正職⼯作之餘進⾏的，在澳⾨沒有職業作家⼀說。正如澳⾨詩⼈⿈曉峰所調侃，在澳⾨還沒有哪⼀個傢伙可以靠稿費賺錢的。至今仍然如是。微薄的稿酬可以忽略不計，新詩寫作更多來⾃於精神⽀持。 如澳⾨詩⼈凌稜寫詩是出於讀者的喜愛：「澳⾨的稿費不⾼，但縱使有更⾼的稿 16 呂志鵬，《澳門中文新詩發展史研究（1938-2008）》，243。 17 呂志鵬，《澳門中文新詩發展史研究（1938-2008）》，348。 18 鄒家禮，〈澳門小說的未來—一個小說作者的觀察〉，李觀鼎編，《澳門文學評論選》（上編），（澳門：澳門基金會，1998），190。

鄭應峰 52 費，也及不上讀者對我的感情……我之所以能堅持寫作這麼多年，跟讀者的⿎勵是分不開的。」19 對於澳⾨作家和詩⼈太⽪來說，「寫作不可有功利的⼼態，⿎勵年輕⼈應多練筆、多投稿。」20 姚風說「詩歌是沒有市場的……澳⾨應利⽤這些資源，通過各種⽅式建⽴⾃⼰的⽂化形象。」21 在澳⾨，詩歌雖然幾乎都屬於非市場化創作，也無⼈以詩⼈的頭銜來⾃詡，但是澳⾨的新詩是有靈性的，這就是它雖然以業餘形式存在，總體品位卻不低的重要原因。澳⾨詩歌既不會像柏拉圖⼀樣，被貶斥為對真理思考的乾擾，也不像古典主義或新古典主義所宣稱的，充滿了嚴格的審美規則限制。它既不像內容類型學那樣，偏離審美，刻板地劃分為社會題材、政治題材、歷史題材等社會學內容，也不會純粹地玩花樣，弄出許多稀奇古怪的噱頭出來。澳⾨新詩偏重於抒情傳統，以市民的⽇常情感基調作為基礎，在結構和材料上中西包容，體現出多元化特⾊，可以說是本⼟化和國際化的融合。正如吳志良先⽣所說：「在我們看來，本⼟化和開放性是澳⾨⽂學持續繁榮的必要條件。」22 這就是澳⾨新詩的必要外在環境。比如詩⼈賀綾聲，他說他寫詩「常常是率性⽽為，甚至有點旁⾨左道，他把攝影作品⽤作展覽、⽤來出書，也常常引⾹港流⾏曲入詩，節奏也近似歌詞。」23 這體現了澳⾨新詩的創意性，不拘⼀格，可以跨媒介，反映出⾃由的審美探索構建。⽽袁紹珊的詩歌體現了對流⾏⽂化的感觸：「處處盡是喧鬧的寂靜與困惑，不斷的書寫依然是唯⼀的對抗⽅式。」24 當然，澳⾨新詩的非市場化也不意味著沒有約束的完全⾃由。如公開發表的新詩要考慮審美的接受性和平台的風格問題，接受資助的新詩創作活動要注意主題取向，等等。相信會有⼀些作者未曾發表或純粹⾃娛不想發表的作品，當中的書寫或許有更多的個性化和非市場化成分，還可以探討，但這已不屬於本⽂研究的範疇。 在澳⾨新詩的發展過程中，澳⾨回歸後新設⽴的澳⾨基⾦會對於詩歌的⽀持是澳⾨詩歌在地性和詩歌發展⼤眾化的重要原因。可以這樣說，在澳⾨公開出版的詩 19 黃文輝、鄒家禮，《澳門作家訪談錄①》，（澳門：澳門日報出版社，2006），20。 20 廖子馨主編，《澳門作家訪談錄②》，（澳門：澳門日報出版社，2015），101。 21 廖子馨主編，《澳門作家訪談錄②》，12。 22 吳志良，〈序言〉，廖子馨主編，《創作與批評在此相遇—澳門文學十五年回望》，（澳門：澳門日報出版社，2015），扉頁。 23 廖子馨主編，《澳門作家訪談錄②》，327。 24 廖子馨主編，《澳門作家訪談錄②》，266。

澳門新詩中的市民性因素分析 53 集或和詩歌研究相關的研究⽂集中，幾乎都可以看到澳⾨基⾦會的資助字樣。這是澳⾨新詩可以離開市場化又能獲得普遍性傳播的重要原因。 四、結語 澳⾨新詩的市民化寫作的確為⽣成⼀個廣闊的澳⾨⽂學⼟壤輸送了積極的催化養料。關於詩歌和⽂學，有學者說道：「我是熱愛藝術和熱愛學術研究，所以我覺得⾃⼰可以做到樂此不彼。」25 澳⾨新詩的寫作體現了市民社會關注個體趣味和構建⽂化維度的精神特徵。從地域⾊彩⽽⾔，澳⾨新詩既有浪漫主義的主情因素，帶著華茲華斯式的理想與激情，但是它又不同於傳統的浪漫主義，時代發展總是在澳⾨新詩中留下記錄或痕跡，其材料和藝術結構成為回顧新詩創作，建⽴澳⾨⽂化批評的動態尺度，並具重要的參考價值。 25 廖子馨主編，《澳門作家訪談錄②》，310。

鄭應峰 54 徵引書目 [1] 劉登翰（主編），《澳⾨⽂學概觀》，廈⾨：鷺江出版社，1998。 [2] 李成俊，〈⾹港·澳⾨·中國現代⽂學〉，《澳⾨⽂學論集》，（澳⾨：澳⾨⽂化學會，1988）。 [3] 鄧俊傑，〈新⽂學運動的邊緣迴響─論澳⾨的早期新詩〉，《中山⼤學學報（社會科學版）》，第5期（廣州：2019 .05），58、59、64。 [4] 馮秋雪，〈詩聲附庸〉，《詩聲》，第4卷第8號（澳⾨：1919.10）。 [5] 呂志鵬，《澳⾨中⽂新詩發展史研究（1938-2008）》，北京：社會科學⽂獻出版社，2011。 [6] 廖⼦馨（編），《千禧澳⾨⽂學研討集》，廈⾨：澳⾨⽇報出版社，2002。 [7] 〈德亢詩歌〉（錄⾃澳⾨培正中學佚名⽂集）︔⽂集約出版於1939、1940年間︔第105、107、108 ⾴。 [8] 莊⽂永：「80年代澳⾨新詩的⽂化透視」,《⽂化雜誌》（澳⾨⽂化司署1995年冬季 第 25 期 ） ， 瀏 覽 ⽇ 期 為 2023 年 6 ⽉ 22 ⽇ ，http://www.icm.gov.mo/rc/viewer/10025/419。 [9] 鄧駿捷，《澳⾨華⽂⽂學研究資料⽬錄初編》，澳⾨：澳⾨基⾦會，1996。 [10] 王烈耀、龍揚志，《⽂學及其場域：澳⾨⽂學與中⽂報紙副刊（1999-2009）》，北京：社會科學⽂獻出版社，2014。 [11] 鄒家禮，〈澳⾨⼩說的未來—⼀個⼩說作者的觀察〉，李觀鼎編，《澳⾨⽂學評論選》（上編），（澳⾨：澳⾨基⾦會，1998）。 [12] ⿈⽂輝、鄒家禮，《澳⾨作家訪談錄①》，澳⾨：澳⾨⽇報出版社，2006。 [13] 廖⼦馨主編，《澳⾨作家訪談錄②》，澳⾨：澳⾨⽇報出版社，2015。 [14] 廖⼦馨主編，《創作與批評在此相遇—澳⾨⽂學⼗五年回望》，澳⾨：澳⾨⽇報出版社，2015。

澳門新詩中的市民性因素分析 55 作者簡介 鄭應峰，澳門科技大學國際學院助理教授，研究領域為創意寫作 通訊地址：澳門科技大學國際學院 R座 707 通訊電郵：yfzheng@must.edu.mo

澳門科技大學學報(人文社會科學版)第十九卷第二期 二零二五年六月，頁 57-72 DOI: 10.58664/mustjournal.2025.06.004 57 新生產形式下的傳播學批判— 以互聯網內容之多頻道網絡化為視角* 劉婷婷 （澳門科技大學人文藝術學院傳播學博士候選人） 摘要：「多頻道網絡」（Multi-Channel Network, MCN）一般指幫助內容創作者提供商業變現的任何實體或組織，源自 2007年美國 YouTube網站的 You Tube Partner項目（簡稱 YPP）中的收入分成模式。2016 年，「多頻道網絡」概念引入中國並快速本土化，形成多頻道網絡機構與專業生產內容（Professional Generated Content，簡稱PGC）相結合的「MCN 商業模式」。與 YPP「網站—網紅」分潤之商業模式相異，中國「MCN商業模式」擴大了分潤主體，即通過內容生產幫助平台中每一位參與者實現穩定的商業變現。作為一種多元主體參與、內容變現的新、生產形式，「MCN商業模式」成為聯通虛擬與現實世界的動態媒介。然而，多頻道網絡化的內容生產，往往充斥著資本擴張、消費主義及資本主義意識形態等問題，這些未被學界給予足夠關注。因此，本文聚焦互聯網內容之多頻道網絡化生產的現象，從歷史唯物主義和政治經濟學的批判視角出發，探討當代傳播技術帶來的新挑戰。 關鍵詞：MCN、傳播學批判、生產形式、符號、動態媒介 * 收稿日期：2024年 10月 23日；通過日期：2025年 5月 21日。

劉婷婷 58 Criticism of Communication Studies Based on a New Form of Production: the Perspective of the MCN Model in the Internet Content Production Liu, Tingting (PhD Candidate in Communication, Faculty of Humanities and Arts, Macau University of Science and Technology) Abstract: Multi-Channel Network (MCN) generally refers to any entity or organization that assists content creators in achieving commercial monetization, originating from the revenue-sharing model of the YouTube Partner Program (YPP) launched by YouTube in the United States in 2007. In 2016, the concept of 'Multi-Channel Network' was introduced to China and quickly localized, forming the 'MCN business model' that integrates multi-channel network organizations with Professional Generated Content (PGC). Unlike the YPP's 'website-influencer' revenue-sharing model, the Chinese 'MCN business model' expands the revenue-sharing subjects by enabling stable commercial monetization for every participant involved in content production on the platform. As a new production form characterized by the participation of multiple entities and content monetization, the 'MCN business model' serves as a dynamic medium connecting the virtual and real worlds. However, content production within multi-channel networks is often rife with issues related to capital expansion, consumerism, and capitalist ideology, which have not received adequate attention from academia. Therefore, this paper focuses on the phenomenon of multi-channel networked production of internet content, exploring the new challenges brought about by contemporary communication technologies from the critical perspectives of historical materialism and political economy. Keywords: MCN；Criticism of Communication Studies; Production Form; Sign; Dynamic Media

新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 59 一、引言 2016年以前，「多頻道網絡」（Multi-Channel Network，以下簡稱“MCN＂）僅作爲概念進入中國，當時並未引起國⼈廣泛關注。直到 2016年中國最早的多頻道網絡機構在上海成⽴，中國多頻道網絡之創⽴者們隨即提出了⼀系列符合中國國情的互聯網機構框架。這些機構如⾬後春筍般在各地開花並快速本⼟化。得益於我國互聯網基建、終端設備、相關應⽤及相關產業鏈的⾶速發展，2017年MCN出現爆發式增長。1 與此同時，我國網絡零售額從 2016年的 5.16萬億元增長至 2024年的 15.52萬億元，MCN機構數量也從不⾜ 500家，發展至 2024年接近 3萬家。2 特別是 2018年短視頻⾏業和 2019年直播帶貨的崛起，中國MCN機構形成以社交、資訊、短視頻、垂直、電商、直播等六⼤類平臺爲主的⽣產和分發管道。相比 YouTube的單⼀平臺和重重設限，3 中國MCN在互聯網平臺、內容創作者之外，真正地鏈接到 B端（企業⽅/品牌⽅、廣告主）和 C端（平臺⽤⼾、受衆/粉絲），它是連接各⽅群體的 1 2015年 12月，我國網民規模為 6.88億，互聯網普及率為 50.3%。2024年 12月，我國網民規模為11.08億，互聯網普及率達 78.6%。我國網民規模位居全球第一，成爲全球最大的網絡社會，其中網絡支付用戶規模達 10.29億人，網絡購物用戶規模達 9.74億人，網上零售額、移動支付普及率居全球第一，網上零售額約 15.52 萬億元。參見中國互聯網絡信息中心，〈國家信息化發展評價報 告 （ 2016 ） 〉 ， 2016 年 11 月 ， 23 ， https://www3.cnnic.cn/NMediaFile/old_attach/P020161118599094936045.pdf；中國互聯網絡信息中心，〈第 55次中國互聯網絡發展狀況統計報告〉，2025年 1月，1-6，瀏覽日期為 2025年 4月 10日。https://www.cnnic.net.cn/NMediaFile/2025/0313/MAIN17418452848150SDUMQZGSU.pdf；〈商務部電子商務司負責人介紹 2024 年我國電子商務發展情況〉， 2025 年 2 月 11 日， https://it.mofcom.gov.cn/jmxw/art/2025/art_2fe18f9dc91e46d99dfb91a69b35f071.html。瀏覽日期為 2025年 4月 10日。 2 〈商務部電子商務司負責人介紹 2024 年我國電子商務發展情況〉；克勞銳，〈2024 中國内容機構（MCN）行業發展白皮書〉，2024年 4月，18。 3 YouTube之MCN隸屬於 YouTube的多個頻道，是連接 YouTube、内容創作者和廣告主的 第三方服務商。對内容創造者，MCN提供用戶拓展、內容管理、運營諮詢、數據分析、藝人對接，數字版權、獲利、銷售等服務；對 YouTube，MCN提供專業化内容，協助其網上内容生態等；對於廣告主，即收取利潤，進行商業變現。伴隨著專業化運作頻道的增多，YouTube的網絡生態呈現頭部化趨勢。YouTube在 2014年推出的 Google Preferred項目，鎖定了 TOP5内容創作者 5%的廣告庫存，並繞開作爲中介的MCN，直接與優質的頭部内容創作者對接。這不僅抬高合作夥伴的門檻，也大大阻礙了MCN的成長。加之頭部媒體公司對MCN的倂購，MCN的成長發展進入了衰退期，完成「啟動—發展—倂購潮—衰退」的產業周期。參見曠實、朱可夫，〈全球視角下的MCN歷史沿革與本土化進程〉，《廣發證券研究報告》，2020年 1月 6日，6-7。

劉婷婷 60 仲介、發揮著平臺作⽤，更是綜合樞紐。它們各個環節相互作⽤，共同推動內容的創作、傳播和商業化，形成⼀個⾼度動態和互聯的產業體系。4 MCN不僅是⼀種新的傳播⽅式，更是⼀種內容⽣產與運營模式，它是內容營銷在新技術和新的傳播模式下的重新整合與創新。5 與美國MCN機構只幫助內容創作者推廣作品和作品變現不同，中國的MCN機構與 PGC（Professional Generated Content，專業⽣產內容）結合，不僅成為內容創作者的基地，也提供多樣化服務，打造多頻道網絡產品形態，⼒爭使每⼀位參與者實現穩定變現。為實現「穩定變現」，MCN的核⼼就是通過内容，即豐富内容⽣態，提升⽤⼾黏性和活躍度，推動平台創新︔互聯網平台則通過數據分析與内容優化，對其給予技術⼯具⽀持、流量⽀持與品牌合作，⼆者之間相互促進、互利共⽣。爲了獲取⽤⼾黏性與活躍度，就要滿⾜平台⽤⼾最基本的需求，即獲取⾼效内容。6 因爲平台⽤⼾獲取了⾼效内容，才有可能將流量變現，進⽽實現「穩定變現」，這就很容易陷入「唯流量論」。由於内容創作者個⼈素質的參差，有些⼈為博取流量，不惜⼈爲製造網絡熱點、炮製低俗内容、挑起爭議話題，更有甚者煽動民族主義、發佈有錯誤價值導向的内容，誤導公衆，甚至危害國家意識形態安全。7 這也是陳⼒丹在《傳播學研究要保持批判性思維》⼀⽂中的發問：「傳播技術沒完沒了地升級、更新換代，真是社會需要所推動的嗎？IT資本的利潤驅動恐怕起了很⼤的作⽤。傳播技術的無限發展是好事嗎？它對社會結構的破壞性影響，現在我們討論得很少。」8 二、互聯網内容多頻道網絡化：一種新生產形式 國內學界、業界普遍認可 MCN 的核⼼價值是信息和效率。劉強等在此基礎上進⼀步提出，其更深層的價值為變現價值、整合價值和可信度價值。當上述五種價 4 復旦大學管理學院編寫，〈中國MCN產業發展報告（2024）〉，2024年 9月 27日，瀏覽日期為2025年 3月 1日，https://www.sh-mcn.com/news/66f630b4bc3dd0826cb157cc.html。 5 劉强、胡雪瑾，〈MCN：流量時代的内容爲王與價值創造〉，《現代廣告》，第 12期（2021），16-19。 6 復旦大學管理學院編寫，〈中國MCN產業發展報告（2024）〉，2024年 9月 27日。 7 楊柳，〈2023MCN機構排行榜〉，《互聯網周刊》，第 24期（2023），8-9；段永利，〈MCN：新勢力大突圍〉，《創新世界周刊》，第 1期（2025），40-43。 8 陳力丹，〈傳播學研究要保持批判性思維〉，《傳媒觀察》，第 8期（2018），5-9。

新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 61 值維度再結合，便能決定由內容⽣產所帶來的利潤分配的可持續性、品牌效益（如IP）和流量成本等。9 在移動互聯技術⽇新⽉異、商品⽣產極⼤豐富、物流環境⾼速有效等社會⽣產的賦能下，通過經年實踐，MCN的內容⽣產⽅式持續分化，逐漸細分出 UGC、PGC、OGC 等創作形式，10 本質上成為⼀條「基於內容⽣產與營銷的新媒體產業鏈路。」11 MCN 機構為社會構建出⼀種以内容創作爲核⼼的新的消費場景。 平台⽅需要⽤⼾活躍度，來提⽣商業合作︔品牌⽅以創作品牌内容，來實現精準營銷︔創作者需要内容創作，來提供商業資源︔平台⽤⼾需要獲取⾼效内容。12 其核⼼均指向内容⽣產，内容⽣產成爲了實現商業變現的⼯具。在如此巨量的、穩定的、增速的盈利市場⾯前，「實現商業的穩定變現」成為資本追逐的唯⼀⽬的。保障內容的持續輸出則是商業變現的前提。 具體來説，MCN機構主要的商業變現⽅式分為以下兩類，⼀類⾯向 C端⽤⼾，⼀類⾯向 B端商家。在 C端⽤⼾⽅⾯，包括商業合作、平台補貼、IP授權、廣告營銷、流量分成等︔在 B端商家⽅⾯，包括銷售衍⽣品、內容電商、知識付費、紅⼈電商、直播打賞等。有別於廣播、電視等傳統媒體所提供的信息、娛樂等價值，MCN機構的整個盈利路徑是從特定廣告的精準投放開始，即僱主找到內容的⽣產⽅（各種⾏業領域內的MCN機構，如營銷類、內容類、電商類等），由MCN機構將⽣產好的內容投放到視頻直播、社交、電商等平台，為了精準、穩定、長期獲利，還要通過包括分發推廣、數據監測在內的各種技術⽀持。13 簡單説來，MCN 的内容⽣產，是⼀個集平台⽅、品牌⽅、創作者、平台⽤⼾多元共⽣的、相互依存的，以MCN⼀整套運營模式為中介，以内容⽣產達到商業變現的⽣產形式。 在如此⽣產形式下塑造的消費場景中，⽤⼾黏度成為商業變現的重要指標和底層邏輯，因為⽤⼾黏度直接影響資本轉化率。在黏度的兩端站著內容與⽤⼾，⽣產 9 劉強、胡雪瑾，〈MCN：流量時代的內容為王與價值創造〉，16-19。 10 UGC：User-generated Content，即用戶生產內容，也稱為 UCC（User-created Content）；PGC： Professionally-generated Content，即專業生產內容，也稱為 PPC（Professionally-produced Content）；OGC：Occupationally-generated Content，即職業生產內容。 11 劉強、胡雪瑾，〈MCN：流量時代的內容為王與價值創造〉，16-19。 12 復旦大學管理學院編寫，〈中國MCN產業發展報告（2024）〉，2024年 9月 27日。 13 艾媒諮詢，〈2022-2023年中國MCN行業發展報告〉，2023年 12月 28日，瀏覽日期：2024年1月 20日，http://k.sina.com.cn/article_1850460740_6e4bca440190112m2.html，。

劉婷婷 62 出的內容呈圖⽂、視頻、直播等多種形態，內容的精準推送將無差異化受眾轉變為精准化受眾。14 可以看出，內容⽣產變得越來越具有針對性，內容⽣產在某種程度上成為了物質⽣產的中介物。作爲中介物的内容是什麽並不重要，重要的是它能夠增强⽤⼾黏度，即成爲能夠帶來流量的⾼效内容。即使拋開技術決定論，以數據監控作為精準投送技術⼿段的 MCN 等，也就成為了物質⽣產的動態中介物。這些中介物通過 MCN 運營模式，使內容⽣產成為⽣產勞動核⼼⼯作，內容或呈現內容的載體⾃身的「先天」價值（使⽤價值）被弱化，其後天「價值」（交換價值）被持續開發，只要能提供⽤⼾黏度，必然唯流量是從。擁有流量即可實現變現，即可達到對受衆經濟上的操縱，那些 MCN 背後的企業家和市場分析者們，將按照⾃⼰的意圖「理性地」劃分受衆的收入，並陷入非理性消費。15 非理性的⽣產形式便應時形成。 可以這樣說，基於數據與指標運作的 MCN 事實上已⾛向「交換價值」之上的非理性建構之路。內容通過 MCN 的技術建構、主體流動或互換、網絡世界與現實社會雙重滲透，延伸出了⼀種新的媒介邏輯（Media logic），即內容商業化變現。MCN是源於互聯網世界中的構建，在它的模型中，⼟地、廠房、原材料都不重要，只要服務器允許，⼀切⽣產資料都是無限的，理論上不存在⽣產過剩⼀說。所以，它有別於以往基於⼟地和⼯業的⽣產形式，是特屬於互聯網的⽣產形式。 ⼀⽅⾯，商業變現催⽣出了去主體化模型。在 MCN 運營體系中，主體的准入⾨檻不設壁壘，主體間地位可以隨時互換並參與動態流動交互。主體間原有的⽭盾、對⽴、角⾊互換等⾏為，在商業化變現（逐利）的共識下失效，甚至⾯臨或即將⾯臨主體性的「終結」或「死亡」。 MCN模式下，各主體因逐利⽽形成新的⽭盾關係，並在資本裹挾下展現出對技術層⾯提出更多的附加要求︔在⽣產內容時，不排斥內容陷入粗糙和同質化，內容質量⽅⾯，審美趨於淺表化和泛娛樂化︔在監管尚未完善的環境中，通過對算法等精準推送⼯具的利⽤，很難不對現實世界中的鮮活主體產⽣影響，建構出消費主義意識形態價值觀，16形成以逐利為共同⽬的、非理性的 14 劉強、胡雪瑾，〈MCN：流量時代的內容為王與價值創造〉，16-19。 15 讓•鮑德里亞著、夏瑩譯，《符號政治經濟學批判》，（南京：南京大學出版社，2009），66。 16 艾媒咨詢，〈2022-2023年中國MCN行業發展報告〉，2023年 12月 28日，瀏覽日期：2024年1月 20日，http://k.sina.com.cn/article_1850460740_6e4bca440190112m2.html；智研瞻產業研究院，〈中國MCN行業報告：有望迎來更加廣闊的發展空間〉，2023年 9月 12日，瀏覽日期：2024年

新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 63 「資本共同體」。 另⼀⽅⾯，MCN展⽰出⼀種非理性的經濟學假設。以MCN模型⽣成的「資本共同體」依舊適⽤⾺克思在《政治經濟學批判》導⾔中對社會最初的⽣產形式的古⽼陳述，「在⼀切社會形式中都有⼀種⼀定的⽣產決定其他⼀切⽣產的地位和影響，因⽽它的關係也決定其他⼀切關係的地位和影響。這是⼀種普照的光，他掩蓋了⼀切其他⾊彩，改變著它們的特點。這是⼀種特殊的以太，它決定著它裡⾯顯露出來的⼀切存在的比重。」17 在逐漸式微的廣播、電視為內容載體的傳統環境中，那些壟斷電磁頻率的經濟體可以對第三世界國家形成所謂「降格以求」的態勢。18 那麼，MCN機構及其所涉領域⽇益興盛，內容呈現迭代到了新的載體—互聯網的環境中，同樣可以其動態中介的屬性⽽發揮作⽤︔它所帶來的剝削與壓迫更具針對性也更加全⾯。它的「降格」不再受時空限制，可以說是在無限的時空中發揮著無限的作⽤。因此，經濟學假設的追求利益最⼤化的「理性⼈」在現實世界將鮮有出現，在如此這般的雙重世界中更會趨於「非理性」。 二、多元主體的動態交互 早在⼗八世紀的英國，⼈類就已經進入以版權為基礎的信息和商品化時代。貿易範圍逐漸從最初的圖書貿易延伸至近現代的繪畫、電影等領域。⼆⼗世紀 70年代左右，以電磁頻率為代表的廣播、電視等載體的普及，加速了內容的推廣，⼈類進入信息商品化的加速期。當⼈們還在回味內容寫在紙上和由廣播電視呈現有何不同時，⿆克盧漢（Marshall McLuhan）似乎找到了最接近事實的真相—電視作為⼀種媒介的關鍵在於能否與觀眾進⾏互動，並指出觀眾完全有能⼒進⾏⾃我互動。囿於時代的局限，⿆克盧漢並未特別區分載體和媒介。當我們在其研究基礎上更進⼀步時會發現，電視只不過是承載內容的載體，⽽⿆氏所說的「互動」就是那個真正的媒介。只不過這⼀媒介在當前虛擬與現實的雙重世界中，是以動態的⽅式⽰⼈。 1月 20日，https://roll.sohu.com/a/719786689_120815556；雷朋，〈媒介化社會下文化生產的媒介邏輯分析〉，《東南傳播》，第 1期（2024），101-103。 17 《馬克思恩格斯全集》第 30卷，（北京：人民出版社，1995），48。 18 丹·席勒著、刑立軍、方軍祥、凌金良譯，《信息拜物教：批判與解構》，（北京：社會科學文獻出版社，2008），34-53。

劉婷婷 64 ⾸先，MCN模式展現出了虛擬與現實中的雙向互動。以MCN的重要商業變現⼯具短視頻和直播為例，更容易幫助我們理解「互動」⼀詞。受眾與如今的內容載體（智能⼿機、電腦等）之間發⽣聯繫，雖然還存在廣播、電視時代中的「虛擬偶遇」（virtual encounter），但就受眾可以隨時發出連線、評論等⾏為的⼈機互動⽽⾔，這種互動就不再是所謂廣播、電視下的「類社交互動」，⽽是互聯網載體下特有的交互⾏為。在互聯網環境下，受眾只需通過點擊⼿機屏幕、鼠標、鍵盤，或是發出語⾳指令甚至眼神，就可以真實地與熒幕中的媒介邏輯（靜態的或動態的）發⽣互動，從⽽打破了以往傳統媒體⾃我互動模式。每⼀個參與主體都能夠通過現實世界中的，諸如物聯網的增值性配套服務，AR、VR、MR、XR等技術19的應⽤，在雙重世界中輕⽽易舉地得到超時空的交互體驗。這種體驗，不再是⿆克盧漢等學者關於電視熒幕與觸覺性之間的種種浪漫想象，⽽是真正的交互⾏為（interactivity）。 其次，MCN模式實現了虛擬與現實中的主體角⾊互換。MCN機構運營模式經過⾃身身份的轉化，已成為從中介掮客到營銷服務機構的轉變，從經濟業務到商業化內容打造的能⼒演進，重塑「平台—機構—創作者」三⽅主體關係，是互聯網內容⽣態中不可或缺的角⾊。20 得益於互聯網平權，每⼀個 IP 都可以成為內容的載體，無論是個⼈還是組織甚至是 AI⽣成的影像。不論現實世界中的社會角⾊為何，在沒有疆界的網絡世界均能夠充分表達⾃⼰，只要⽣產出具有⽤⼾黏度的內容，誰都有機會成為MCN下的主體，進入MCN的模型中獲取商業價值，完成虛擬與現實雙重世界中主體角⾊、身份、地位的互換。 MCN模式還實現了消費領域與傳播領域的⾃由切換。鮑德裡亞曾從「⽣產」角度對⾺克思展開批判。他以前所有對⾺克思⽣產理論的批判都集中在⽣產內容，即物質、精神等，但忽略「⽣產的形式」。當前，網絡已經成為⼈們在⽇常⽣活中獲取信息的主要來源，在 MCN 的模型裡，商業變現不過是時下資本掠奪的⼀種形式，作為新的⽣產形式MCN的內容⽣產就是為受眾提供「虛假意識」。這體現在以下兩⽅⾯： 第⼀，主體成為虛假意識的犧牲品。⾺爾庫塞之社會批判理論誕⽣源於⼆⼗世 19 VR：Virtual Reality，即虛擬現實；AR：Augmented Reality，即增強現實；MR，Mixed Reality，即混合現實；XR：Extended Reality，即擴展現實。 20 馬濤、史楠，〈中國MCN的生態定位與價值辨析〉，《國際品牌觀察》，第 24期（2022），18-23。

新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 65 紀 50、60年代的新技術⾰命所帶來的資本主義世界產業結構調整。他已經注意到，電⼦計算機技術的推廣與應⽤，為經濟的⾼速增長提供了技術條件，⼈類進入信息⼤爆炸的時代，這又使得經濟⼤規模增長，並在⽣產⽅式上開闢⼀個新的階段。21 網絡世界裡，內容的發佈不再是由「有科學教養的⼈掌握了⾏動的導向」，22 ⽽是由那些精通利⽤⽤⼾黏度的 KOL（Key Opinion Leader）、網絡達⼈、UP主（uploader，上傳者）等作為虛擬空間的領袖、酋長，⼤⼤⼩⼩的MCN機構成為了他們的部落、城邦，算法是他們的控制⼯具。他們稍微動⼀動，就可以隨時將商業價值的內容轉向意識形態，達到從經濟領域對受眾⽣活的操控轉向意識形態領域的操縱。現實世界裡，受眾淪為「群氓」，各主體間的流動與MCN的動態媒介邏輯互相作⽤，使他們隨時進入角⾊互換和無意識的⽣產循環當中，每個主體「都在各盡其責，卻又都是無辜的犧牲品。」23 第⼆，MCN化帶來了意識形態危機。MCN模式以內容⽣產為核⼼，商業變現為⽬的，它不僅以動態媒介的形式參與到虛擬世界和現實⽣活中，還通過 MCN 模式，將⾃由競爭發展為壟斷。當壟斷作為雙重世界裡所涉經濟⽣活的全部基礎之時，⼈類⾯對的物質與精神的各個⽅⾯，都會刻意營造出的「統治的趨向⽽不是⾃由的趨向」。24 商業⽅⾯的成功經驗，幫助資本在意識形態領域強化控制與灌輸、⼲預與操縱等，未來技術的發展將使他們的⼿伸得更長，更加得⼼應⼿。國家層⾯也關注到近年來的⾃媒體亂象：針對 MCN 機構，國家網絡信息辦公室 2025 年 1 ⽉發佈《網絡信息内容多渠道分發服務機構相關業務活動管理規定（草案稿）》向社會公開徵求意⾒，在第⼗⼆條中明確了 MCN 機構不得直接或組織、教唆委托、協助簽約的網絡賬號實施的⼗⼆種具體⾏爲。25 某種程度上來説，在這種唯流量、非理性的 21 陳偉、馬良，《批判理論的批判—評馬爾庫塞的哲學與美學》，（上海：上海社會科學院，1994），14-15。 22 尤爾根·哈貝馬斯著、李黎、郭官義譯，《作為「意識形態」的技術與科學》，（學林出版社， 1999），88。 23 陳學明、吳松、遠東，《痛苦中的安樂—馬爾庫塞、弗洛姆論消費主義》，（雲南：雲南人民出版社，1998），11。 24 中共中央黨校（國家行政學院）科學社會主義教研部編寫，曹普主編，〈中國科學社會主義研究報告（2022）〉，（北京：人民出版社，2022），439。 25 《國家互聯網信息辦公室關於〈網絡信息内容多渠道分發機構相關業務活動管理規定（草案稿）〉公開徵求意見的通知》，2025年1月10日，瀏覽日期：2025年4月10日，https://www.cac.gov.cn/2025-01/10/c_1738209405008163.htm。

劉婷婷 66 ⽣產形式下的「資本主義似乎不僅沒有垂⽽不死，反⽽更具有發展前途」，對其逐步呈現出的⽣產⼒所具有的規模和⼒量，應該有所準備。26 三、互聯網內容多頻道網絡化帶來之意識形態危機 現在的技術已經允許內容在網絡世界中無休⽌複製，不⽤考慮時空和庫存，需要考慮的只有如何通過精準推送進入利潤分配領域，因此⾼效率的資本⽣產模式MCN成為不⼆選擇。⼩的個體的、家庭作坊式的非資本⽣產模式因MCN主體間的流動性，都有機會成為真正的資本⽣產，這就是「資本主義⽣產⽅式在資本主義⽣產⽅式本身範圍內的揚棄，因⽽是⼀個⾃⾏揚棄的⽭盾，這個⽭盾明顯地表現為通向⼀種新的⽣產形式的單純過渡點。它作為這樣的⽭盾在現象上也會表現出來。它在⼀定部⾨中造成了壟斷，因⽽引起國家的⼲涉。它再⽣產出了⼀種新的⾦融貴族，⼀種新的寄⽣蟲，—發起⼈、創業⼈和徒有其名的董事︔並在創⽴公司、發⾏股票和進⾏股票交易⽅⾯再⽣產出了⼀整套投機和欺詐活動。這是⼀種沒有私有財產控制的私⼈⽣產。」27 具體表現為以下兩個⽅⾯： ⼀是 MCN 及其所涉⼀切均成為⽣產資料。⽤⼾黏度成為其運營模式中的推動⼒，⽣產各環節中的⼀切形式為利潤率服務。MCN下的⽣產勞動依舊是⽣產勞動，以內容為核⼼的⽣產也依舊是物質⽣產，只不過他們都⾛向「死亡」。信息既是終端產品，又是⽣產中間環節，「不管是有形產品還是無形服務，是備受青睞還是廣受唾棄，是消費產品還是⽣產⽤中間產品，商品都包含與資本主義⽣產以及⽣產交易的實質性聯繫。」28 ⼆是MCN⽣產形式下的技術與資本合謀。互聯網技術帶來的MCN⽣產形式，雖然在某種程度上打破了傳統的⽣產結構，但依然可以⾒到現代資本主義社會的幾條尖銳⽭盾，包括（1）⽣產⼒與⽣產︔（2）物質⽣產發展與非物質服務發展︔（3）⽣產⼒的特點與上層建築（政治制度與意識形態）。29 因此，技術加速了資本主義⽣產在虛擬環境中的滲透，MCN模型給每個參與主體⾛向壟斷提供階梯。這種壟斷在 26 陳偉、馬良，《批判理論的批判—評馬爾庫塞的哲學與美學》，15。 27 《資本論》第 3卷，（上海：人民出版社），2004，497。 28 丹·席勒、邢立軍、方軍祥、凌金良譯，《信息拜物教：批判與解構》，26。 29 布·明茲、陳遠志、李蕙華譯，《現代資本主義》，（東方出版社，1987），366。

新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 67 ⽣產、消費、分配、交換等⽅⾯無所不⽤其極，在⽣產和流通領域，不僅表現在⽇常⽣活中，還表現在政治運作中，如控制普通民眾⽣活、操縱資本市場，甚至⼲預社會治理和政治統治。30 這不得不引起我們對意識形態危機的關注。⼗九世紀，⼈們已經意識到「技術進步和社會的⽣活世界」是⼀個問題。在哈⾙⾺斯的年代，費希特所謂「書本知識的轉變」的意圖，是「政治上重要的技術上可以充分利⽤的知識的基礎上，在我們的⽣活世界的密切聯繫中得到兌現。」31 筆者對以 MCN 為模式的⽣產形式所帶來的由消費主義肆虐轉向意識形態危機的未來前景同樣⼗分擔憂。 MCN 模式正在加速現實世界政治國家權利地位在虛擬世界的失效及反噬。MCN機構及其運營模式作為動態媒介，聯通著無疆域、無法律甚至無倫理可⾔的互聯網世界和基於法律、倫理觀念的現實世界中的政治國家，像極了⿊格爾理性主義國家觀念所提到的「制約者被設定為受制約者，規定者被設定為被規定者，⽣產者被設定為其產品的產品。」32 虛擬世界是「⾃為的」但不是「合乎理性」的神秘主義。⾺克思發現了現實世界中理性國家在⾯對經濟利益時的蒼⽩無⼒，33 他對⿊格爾家庭、市民社會、國家三環節的批判結論「是市民社會決定國家，⽽不是國家決定市民社會」依然奏效。前述三環節在網絡空間被 MCN 模式消解，形成了無限虛擬空間與有限現實世界的對⽴。社會存在決定社會意識，經濟基礎決定上層建築，三個環節中，⽀撐網絡空間的只剩下市民社會。 MCN模式還在加速雙重世界中的階級流動和重組。MCN模式中主體多重性身份，既是群氓亦是權威，現實中的權威在虛擬世界中有可能是蹩腳的︔虛擬中的權威在現實中也可能是跛⾜的，但這並不會影響他們在交錯的時空中轉換身份地位，提供給他們的「精神創造」，無論⽣產出的內容如何無趣、無味、無聊，都將直接與經濟⽣活相連，其逐利的本性必然導致⼈⼈皆是MCN︔其媒介邏輯必將使得虛擬世界中主體間身份流動、重組在現實世界中加速兌現。在互聯網無國界和平權的環境 30 中共中央黨校（國家行政學院）科學社會主義教研部編寫，曹普主編，《中國科學社會主義研究報告（2022）》，439-440。 31 哈貝馬斯的年代，指二十世紀 60年代。本段關於哈貝馬斯和費希特的陳述，來自於哈貝馬斯 1965年所作〈技術的進步和社會的生活世界〉一文。參見尤爾根·哈貝馬斯、李黎、郭官義譯《作為「意識形態」的技術與科學》，84-96、88。 32 《馬克思恩格斯全集》第 3卷，12。 33 張琳：《社會有機體：馬克思哲學立場的當代意義》，（北京：人民出版社，2019），106。

劉婷婷 68 中，剝削與階級的國際化趨勢加速擴張，⾺爾庫塞「資本主義的技術進步—社會財富的增長—奴役的擴展」這⼀公式在現實中呈現，說到底還是剝削階級與被剝削階級、統治階級與被統治階級，只不過⼈⼈都成為「數字奴隸」。 四、結語：互聯網時代傳播學批判的路徑 傳播學批判從⼆⼗世紀 30年代的法蘭克福學派開始直至 80年代的歐洲，⼀直是傳播學研究的主流之⼀。但在⼆⼗世纪 40年代末的美國，批判的、歷史的宣傳分析徹底被科學的、量化的傳播研究所取代，根本原因就是其價值理性與⼯具理性的張⼒得不到有效解決。34 但問題是，科學的、量化的研究只能進入⼀味地「崇拜事實」，卻不能識別本質。35 因此，在如此複雜、多變的世界裡，關於傳播學批判的研究，也應相應地回歸。 傳播學批判研究應駐⾜當下社會尋找研究對象。像法蘭克福學派從⼤眾傳播進入對發達⼯業社會、晚期資本主義、法西斯主義的研究⼀樣，傳播學學者對當下社會的批判或思辨也應結合以計算機、信息技術、⼈⼯智能等為基礎的技術⾰命影響下的現實社會當中展開。但這些基於數字的技術，對國內部分⼈⽂社科學者帶來相應的挑戰，比如對與新技術相關的概念界定不清，即很難說清、區分數字化、信息化、網絡化等概念及運作原理等。當無法釐清技術概念及運作模型時，就難以進入他們所帶來的社會現實問題的相關研究，更不消說思辨和批判領域的深入。在學術研究中，僅僅討巧地運⽤量化對現象的描摹和合理性的服從，很難得出理性的思辨與批判。 傳播學批判研究應以⾺克思的批判理論為基礎。時下的技術⽣活為社會批判理論的構建提供廣闊的視野和豐富的研究材料。比如互聯網⽣活就為傳播學批判研究提供極⼤便利。雖然是虛擬空間的情景展現，但其背後最終還是現實世界中的每⼀個⾏為主體。就像前⽂中 MCN 作為動態媒介聯通虛擬世界與現實社會，並毫無保留地展現出資本主義的加速擴張和階級間的劇烈流動，甚至有⾛向帝國主義的趨勢。 34 丹娜·巴吾爾江、蘇婧，〈重返美國傳播研究史前史：宣傳遠離傳播學的原因和反思〉，《國際新聞界》，第 7期（2023），114-136。 35 李彬，〈略論批判學派的產生與發展〉，《鄭州大學學報（哲學社會科學版）》，第 1期（1994），63-67。

新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 69 反觀歷史，從霍克海默創⽴批判理論，到⾺爾庫塞的單向度，再到哈⾙⾺斯的技術統治意識形態，無不從⾺克思的批判理論接收養料。歷代學者都在關注⾺克思歷史唯物主義和政治經濟學批判理論，誠如霍克海默所說，「批判理論就是⾺克思主義的代名詞」。因此，在我們進⾏傳播學批判時，除吸取百家之長外，還要基於⾺克思歷史唯物主義和政治經濟學批判理論，在學術的研究與探索中找到合適的⽅法，逐漸形成和完成本⼟化的研究理論創新。

劉婷婷 70 徵引書目 [1] 中國互聯網絡信息中⼼，〈國家信息化發展評價報告（2016）〉，2016年11⽉，https://www3.cnnic.cn/NMediaFile/old_attach/P020161118599094936045.pdf。 [2] 中國互聯網絡信息中⼼，〈第55次中國互聯網絡發展狀況統計報告〉，2025年1⽉，https://www.cnnic.net.cn/NMediaFile/2025/0313/MAIN17418452848150SDUMQZGSU.pdf。 [3] 〈商務部電⼦商務司負責⼈介紹2024年我國電⼦商務發展情況〉，2025年2⽉11⽇，https://it.mofcom.gov.cn/jmxw/art/2025/art_2fe18f9dc91e46d99dfb91a69b35f071.html。 [4] 復旦⼤學管理學院編寫，〈中國MCN產業發展報告（2024）〉，2024年9⽉27⽇，https://www.sh-mcn.com/news/66f630b4bc3dd0826cb157cc.html。 [5] 中共中央黨校（國家⾏政學院）科學社會主義教研部編寫，曹普主編，〈中國科學社會主義研究報告（2022）〉，北京：⼈民出版社，2022。 [6] 張琳，《社會有機體：⾺克思哲學⽴場的當代意義》，北京：⼈民出版社，2019。 [7] 陳偉、⾺良，《批判理論的批判—評⾺爾庫塞的哲學與美學〉，上海：上海社會科學院出版社，1994。 [8] 陳學明、吳松、遠東，《痛苦中的安樂—⾺爾庫塞、弗洛姆論消費主義》，昆明：雲南⼈民出版社，1998。 [9] 讓·鮑德⾥亞著，夏瑩譯，《符號政治經濟學批判》，南京：南京⼤學出版社，2009。 [10] 丹·席勒著，刑⽴軍、⽅軍祥、凌⾦良譯，《信息拜物教：批判與解構》，北京：社會科學⽂獻出版社，2008。 [11] 布·明茲著，陳遠志、李蕙華譯，《現代資本主義》，北京：東⽅出版社，1987。 [12] 尤爾根·哈⾙⾺斯著，李黎、郭官義譯，《作為「意識形態」的技術與科學》，上海：學林出版社，1999。 [13] ⾺濤、史楠，〈中國MCN的⽣態定位與價值辨析〉，《國際品牌觀察》，2022年第24期。 [14] 丹娜·巴吾爾江、蘇婧，〈重返美國傳播研究史前史：宣傳遠離傳播學的原因和反思〉，《國際新聞界》，2023第7期。

新生產形式下的傳播學批判—以互聯網內容之多頻道網絡化為視角 71 [15] 劉强、胡雪瑾，〈MCN：流量時代的内容爲王與價值創造〉，《現代廣告》，2021年第12期。 [16] 楊柳，〈2023MCN機構排⾏榜〉，《互聯網週刊》，2023第24期。 [17] 段永利，〈MCN：新勢⼒⼤突圍〉，《創新世界週刊》，2025年第1期。 [18] 陳⼒丹，〈傳播學研究要保持批判性思維〉，《傳媒觀察》，2018年第8期。 [19] 雷朋，〈媒介化社會下⽂化⽣產的媒介邏輯分析〉，《東南傳播》，2024年第1期。 [20] 李彬，〈略論批判學派的產⽣與發展〉，《鄭州⼤學學報（哲學社會科學版）》，1994年第1期。

劉婷婷 72 作者簡介 劉婷婷，澳門科技大學人文藝術學院傳播學博士研究生，主要研究方向為互聯網媒介傳播、跨文化傳播 通訊地址：澳門氹仔偉龍馬路澳門科技大學人文藝術學院 R座三樓 通訊郵箱：haiyun1638@gmail.com

The Journal of Macau University of Science and Technology VOL.19 NO.2 June 2025, pp.73-109 DOI: 10.58664/mustjournal.2025.06.005 73 Escape to the Edge: A Systematic Review of Island Tourism* Wei, Tianming1 ; Zhang, Yang2 ; Yin, Yue1 1 Faculty of Hospitality and Tourism Management, Macau University of Science and Technology, Macau, China 2 Zhuhai College of Science and Technology, Zhuhai, China Abstract: Island tourism is currently showing a thriving development trend, as the demand for vacation and leisure travel continues to increase, making island tourism a popular choice. This study aims to a systematic review focusing on quantitative analysis current research on island tourism using the Web of Science citation database. The research covers 32 years and visualizes keyword co-occurrence, clustering, publication years, etc., through software to obtain a knowledge map of authors, disciplines involved, and more. Additionally, a detailed analysis of the current status of domestic and international island tourism is conducted through knowledge maps such as keyword co-occurrence and clustering. The study found that there are fragmentation issues in island tourism research, with a lack of systematic frameworks and guiding mechanisms. Current research mainly focuses on aspects such as island tourism resources and environments, tourist relationships, and island residents’ perceptions, but lacks the construction of a framework for sustainable development of island tourism on a comparative basis. The results of this study will help reveal the hotspots and trends in island tourism research, providing important references for the academic community and tourism industry, and promoting further development and research in the field of island tourism. Keywords: Island tourism; Systematic literature review; Web of Science * Submission Date: 12 July 2024; Acceptance Date: 12 May 2025.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 74 邁向邊緣：海島旅遊的系統性文獻回顧 魏天鳴1、張陽2、殷悅1 （1.澳門科技大學酒店與旅遊管理學博士；2.珠海科技學院講師） 摘要：當前，海島旅遊正呈現蓬勃發展的趨勢，隨著度假休閒旅遊需求持續增長，海島旅遊成為熱門選擇。本研究旨在利用Web of Science引文數據庫，對海島旅遊研究進行以定量分析為核心的系統性綜述。研究涵蓋 32年跨度，通過軟件可視化關鍵詞共現、聚類、發表年份等，獲取作者、涉及學科等知識圖譜；同時，通過關鍵詞共現與聚類等知識圖譜，對國內外海島旅遊研究現狀進行細緻分析。研究發現，海島旅遊研究存在碎片化問題，缺乏系統性框架與指導機制。當前研究主要聚焦於海島旅遊資源與環境、遊客關係、島嶼居民感知等方面，但缺乏基於比較視角的海島旅遊可持續發展框架構建。本研究結果有助於揭示海島旅遊研究的熱點與趨勢，為學術界與旅遊業提供重要參考，推動海島旅遊領域的進一步發展與研究。 關鍵詞：海島旅遊、系統性文獻回顧、Web of Science

Escape to the Edge: A Systematic Review of Island Tourism 75 1. Introduction 1.1 Current status of island tourism research and development With over 180,000 islands worldwide, each possessing unique political, socio-economic, and natural backgrounds, 1 island tourism has emerged as a significant contributor to local development. Compared to mainland destinations, island tourism is often regarded as distinct and enchanting,2 making islands highly attractive to tourists. Tourism development has become an integral part of macroeconomic objectives for most policymakers, governments, and private individuals/institutions among others.3 Compared to land-based tourism, island tourism has significant differences. Firstly, based on the definition of islands, according to the Island Protection Act enacted in our country, islands are defined as land areas surrounded by sea on all sides and above the water level during high tide, including inhabited and uninhabited islands. Although island tourism in our country is developing rapidly, there are not many definitions of island tourism. In the relevant domestic literature, few documents clearly define island tourism.4 Many scholars often refer to the basic definition of islands given by Lu Kun when defining island tourism.5 He believes that island tourism is a continuously developing tourism activity that can meet tourism needs, including specific island geographical spaces, and unique natural and cultural tourism resources, and can promote the social, cultural, and economic development of islands. The distinctive appeal of island destinations stems from their 1 Tiago, Teresa, Sandra Dias Faria, João Luís Cogumbreiro, João Pedro Couto, and Flávio Tiago, “Different Shades of Green on Small Islands,” Island Studies Journal 11. 2 (2016): 601-618. 2 Nunkoo, R., & Gursoy, D, “Residents’ Support for Tourism: An Identity Perspective,” Annals of Tourism Research 39.1(2012): 243-268. 3 Roudi, S., Arasli, H., & Akadiri, S. S, “New Insights Into an Old Issue-examining the Influence of Tourism on Economic Growth: Evidence from Selected Small Island Developing States,” Current Issues in Tourism, 22.11(2019): 1280-1300. 4 Apostolopoulos, Y., & Gayle, D. J, “Island Tourism and Sustainable Development: Caribbean, Pacific, and Mediterranean Experiences, ” Bloomsbury Publishing USA (2002). 5 Lu, Kun, “Research on Island Tourism Development in Shandong Province” (Doctoral dissertation, Qingdao: Master’s Thesis, Qingdao University, 2004).

Wei, Tianming ; Zhang, Yang ; Yin, Yue 76 weather conditions, climate, and awe-inspiring landscapes, which establish a captivating and sought-after contrast to the mainland. Historically, the islands primarily relied on agriculture, fisheries, and handicrafts for economic self-sufficiency.6 The limitations of these resources have placed greater pressure on the tourism industry, leading to its contribution to island development. According to the “Global Island Tourism Destination Competitiveness Ranking Research Report (2019),” out of the 31 countries and regions where tourism accounts for over 20% of GDP, 21 are composed of islands, accounting for approximately 67.7% of the total. 7 The rapid development of island tourism not only promotes socio-economic progress in island regions but also becomes a new growth point for the global tourism industry. At the same time, islands, due to their limited resources and fragile environment, suffer from degradation as island tourism develops.8 In comparison to the mainland, island ecosystems are relatively vulnerable. Scholars have highlighted the consequences of tourism development on islands. As a result, many researchers have dedicated their efforts to the study of island tourism, focusing on areas such as island tourism resources and development, development strategies, market research, and sustainable development. In recent years, scholars have also shown interest in the ecological security of island tourism and the interaction between island and inland tourism spaces.9 This prompts us to analyze the current state of island tourism research and explore future research directions in this field. 6 Markwick, M. C, “ Tourism and the Development of Handicraft Production in the Maltese Islands,” Tourist Geography, 3 (2001): 29-51. 7 Zhou, Bin, Xu, Jinming, Yu, Hu, and Jin, Jianying, “Research Progress and Implications of Island Tourism: An Analysis of International English Journal Articles,” Chinese Ecotourism 11.4 (2021): 548-566. 8 Harrison, David, “Tourism and the Less Developed World: Issues and Case Studies,” Cabi Publishing (2001). 9 Xiaobin, M., Biao, S., Guolin, H., Xing, Z., and Li, L, “Evaluation and Spatial Effects of Tourism Ecological Security in the Yangtze River Delta,” Ecological Indicators 131 (2021): 108-190.

Escape to the Edge: A Systematic Review of Island Tourism 77 1.2 Research reasons, objectives and significance 1.2.1 Research reasons and the goal of island tourism literature review To cope with the rapid development of island tourism and better harness it as an emerging economic growth driver, as well as gain a better understanding of the overall characteristics, important issues, and frontier areas of island tourism research,10 this study aims to review island tourism and determine the current literature’s insights on this topic. It attempts to quantitatively explore of island tourism through information visualization analysis, and reviews the literature on island tourism, including research hotspots and trends in international islands. Specifically, this study reviews the literature on island tourism over the past 30 years to understand the development history and trends of this field, and to identify what is known and what needs further exploration in island tourism research.11 To better understand the current situation and existing issues of island tourism, to organize existing research findings on island tourism, and to provide references and guidance for future research, helping researchers identify research trends and hot issues in island tourism that are conducive to the economic and social development of certain regions, and providing relevant research evidence for policymakers to guide the formulation and implementation of policies. The review conducts visualization analysis of island tourism research from several aspects, such as co-occurrence of keywords, clustering, and publication years, to obtain knowledge maps of authors, and disciplines involved, as well as keyword co-occurrence and clustering. Furthermore, the study utilizes qualitative visual analysis to analyze the present state of island tourism on both domestic and international levels. Through the analysis, this study discovers that island tourism research exhibits significant phased characteristics, which can be divided into three stages: embryonic, exploratory, and development. The existing research on island tourism is rich in achievements, with diverse 10 Zhou, Bin, Xu, Jinming, Yu, Hu, and Jin, Jianying, “Research Progress and Implications of Island Tourism: An Analysis of International English Journal Articles,” (2021): 548-566. 11 Sharpley, R, “Island Tourism or Tourism on Islands?” Tourism Recreation Research 37.2 (2012): 167-172.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 78 research areas and disciplines involved, but theoretical research noticeably lags behind practice, and the breadth and depth of research are insufficient. Case studies are predominant, research methods are mostly qualitative, and they mainly focus on regions with abundant tourism resources and more mature tourism development. By analyzing the identified issues, this study provides a better research agenda for the future. 1.2.2 Significance of island tourism literature review The systematic review and analysis of the research outcomes on island tourism, identifying knowledge clusters in island tourism research, can provide an overall understanding of the research status, hotspots, and trends. This literature review holds three significant implications. Firstly, gaining a comprehensive understanding of the inherent rationale behind the development of island tourism research contributes to the enhancement of research on island tourism and its underlying theories. Secondly, exploring the frontiers of island tourism research contributes to advancing in-depth research and the overall development of island tourism. Thirdly, investigating the evolutionary path of island tourism research aids in promoting the theoretical research and practical development of island tourism globally. 2. Methodology 2.1 The Method - Systematic Quantitative Literature Revie（SLR） Systematic review papers differ from traditional narrative reviews in the way they provide objective, replicable, systematic, and comprehensive coverage of a defined area.12 SLR requires meticulous documentation of the procedures used to survey the literature and to select papers such that another researcher can replicate it.13 The advantage of this type 12 Weed, Mike, “Sports Tourism Research 2000-2004: A Systematic Review of Knowledge and a Meta-Evaluation of Methods,” Journal of Sport & Tourism 11.1 (2006): 5-30. 13 Pickering, Catherine, and Jason Byrne, “The Benefits of Publishing Systematic Quantitative Literature Reviews for Phd Candidates and Other Early-Career Researchers,” Higher Education Research &

Escape to the Edge: A Systematic Review of Island Tourism 79 of review is that similar results should be obtained if the procedure is repeated. Literature metrics is a field that employs mathematical and statistical techniques to assess and forecast the present state and future trends of science and technology, utilizing various quantitative measures derived from literature. It serves as an effective tool for identifying authors, literature, and their interconnections. In this paper, we use COOC software to visualize and analyze island tourism research in terms of co-occurrence, clustering, and chronology of keywords to obtain knowledge maps of authors and disciplines involved, as well as co-occurrence and clustering of keywords. The knowledge map of authors is used to show the core authors in the field of island tourism development research; the keyword co-occurrences are utilized to investigate the research hotspots in the domain of island tourism development and unveil shifts in the developmental trajectory of the research frontier within a given timeframe. 2.2 The Systematic Review Data Source and Data Collection The data for this study were collected from the Web of Science database, which is globally recognized as the largest and most comprehensive repository of academic information resources. It encompasses a wide range of disciplines and boasts the largest storage capacity among similar databases worldwide. In the papers where “island” and “tourism” related words were located within two words from each other in the text were selected and analyzed, as described below. To ensure the accuracy of the literature, after replacing synonyms, the remaining 1184 papers were used as the sample for analysis, which was used to analyze the research hotspots and development trends of island tourism in China and abroad. During the data collection process, a keyword search methodology was employed, wherein a set of predefined key terms was carefully chosen as “island,” “tourism,” “island tourism,” and “systematic literature review,” by adapting the research approach of Tasci et al. 14 Consequently, a title-based keyword search was conducted, taking into account Development 33. 3 (2014): 534-48. 14 Tasci, Kenan, and Halim Tatli, “Short and Long-Term Correlation of Social Security Expenditure and

Wei, Tianming ; Zhang, Yang ; Yin, Yue 80 multiple inclusion and exclusion criteria for the database search. Excluded from the review were book reviews, reports, research in brief, commentary papers, research letters, short communications, viewpoints, and discussion papers. Only fully peer-reviewed articles from hospitality and tourism journals, written in English, were considered for the analysis process. Figure 1. Data Source and Data Collection Flowchart Human Development: Turkish Model,” Panoeconomicus 66.1 (2019): 93-112.

Escape to the Edge: A Systematic Review of Island Tourism 81 2.3 Data analysis Subsequently, the collected data from the 1,184 journal articles were analyzed by inputting them into an Excel spreadsheet. The following data elements were standardized during this process: Authors: The names of authors were standardized to ensure consistency, as some authors may have used different name variations in their published papers. Author affiliations: We standardized the affiliations of authors, which involved removing articles like ‘the’ from the names of certain universities. In rare cases where errors were identified, corrections were made to the institution’s name. By standardizing author names and affiliations, we aimed to ensure accuracy and uniformity in the dataset for further analysis. Year of publication; Title of the paper; Title of the journal; Keywords: all keywords as provided by the authors in the journal articles. Using the collected spreadsheet data, a descriptive analysis was conducted to examine the evolution of the field over the years and identify the primary institutions of the principal authors, as well as the journals that publish articles related to the intersection of “island tourism” and “small island tourism”. Additionally, a thematic analysis was undertaken to determine the dominant research themes and topics explored in the selected articles. Conducting a thematic analysis is crucial for achieving the objective of any literature review paper.15 The second phase of data analysis involved identifying the research topics covered in the 1,158 selected papers by analyzing the text of their abstracts. Following the methodology outlined by Fereday et al.,16 thematic analysis was employed, which involves a meticulous process of identifying and examining themes by carefully reading and rereading the data. Both inductive and deductive approaches were utilized in this study for the analysis process. 15 Zhong, Cheng, Yida Deng, Wenbin Hu, Jinli Qiao, Lei Zhang, and Jiujun Zhang, “A Review of Electrolyte Materials and Compositions for Electrochemical Supercapacitors,” Chemical Society Reviews 44.21 (2015): 7484-539. 16 Fereday, Jennifer, and Eimear Muir-Cochrane, “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development,” International Journal of Qualitative Methods 5.1 (2006): 80-92.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 82 Figure 2. Data analysis Flowchart 3. Review Results and Findings 3.1 Descriptive analysis The number of publications and the time of publication are both important criteria for the interest of a research field. In this paper, we searched the Web of Science for the subject

Escape to the Edge: A Systematic Review of Island Tourism 83 term of island tourism; and obtained 1184 papers in total. Figure 3 illustrates the publication count of small island tourism research between 1991 and 2022. The graph reveals a relatively stagnant trend in 2007, followed by a consistent growth period from 2010 to 2021. During this period, the number of journal articles rose steadily, increasing from 51 in 2010 to 131 in 2021. In just 11 years, the annual publication count more than tripled. In this paper, the history of island tourism research is categorized into three distinct stages: the budding stage, the exploration stage, and the development stage. 3.1.1 The Budding Stage (1991-2004) In the early stage of emergence, island tourism attracted limited attention from scholars, resulting in a scarcity of research outcomes. During this stage, the development of island tourism and vacationing brought about a series of negative impacts on the local ecological environment, such as traffic congestion, freshwater stress, ecological degradation, and biodiversity loss.17 Research during this period focused on two main aspects: island development and management and the ecological disturbances and responses in island tourism. Qualitative methods dominated the research approach in this period.18 3.1.2 The Exploration Stage (2005-2010) As island tourism gradually gained visibility, offering people an escape from the busy and noisy city life, research on island tourism also expanded. Due to the vulnerability of island ecosystems, any damage to the ecological environment can have long-lasting and severe negative impacts. Topics of focus during this period of island tourism research included the environmental pressures brought by a large influx of tourists, response mechanisms of island resources and environment, the relationship between local islanders 17 Zhou, Bin, Xu, Jinming, Yu, Hu, & Jin, Jianying, “Research Progress and Implications of Island Tourism: A Case Study of International English Journal Articles,” (2021): 548-566. 18 Mcdonach, Kenny, and Paul P Yaneske, “Environmental Management Systems and Sustainable Development,” Environmentalist 22 (2002): 217-26.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 84 and tourists, and the involvement of island residents in the management of island tourism. 19 In terms of research methods, besides qualitative approaches, quantitative methods gained more application, as seen in the study by Côté‐ Lussier et al.20 3.1.3 The Development Phase (2011-2019) During this period, the island tourism industry entered a phase of vigorous development. These findings have prompted leading researchers to focus more on studying island tourism. The research scope became broader, and new areas of focus emerged based on previous studies. International island research focused on topics such as authentic island tourism, geotourism in islands, perception of island tourists and community residents, community participation in island tourism, and island habitat and ecological environment.21 It is worth mentioning that the rapid development of island tourism in China has contributed to the increasing number of research papers during this period. Chinese scholars, such as Yang Ying,22 explored the development model of island health tourism in the Zhoushan Archipelago. At the same time, research directions also involved the integration of island tourism with other industries and the impacts generated by island tourism. Wang Ping and others studied the integration of island tourism and agriculture in Zhuhai, while Peng Jing examined the social and cultural impacts of island tourism using Liuzhou Island in Guangxi as an example.23 During this stage, there was a qualitative leap in research, but most of the articles were still practical and advisory, focusing on the application of regional island tourism resource development, with fewer theoretical studies 19 Hadwen, Wade L, Angela H Arthington, and Thorsten D Mosisch, “The Impact of Tourism on Dune Lakes on Fraser Island, Australia,” Lakes & Reservoirs: Research & Management 8.1 (2003): 15-26. 20 Côté‐Lussier, Carolyn, Kevin Walby, and Justin Piché, “Covid‐19 and Views of Imprisonment in a Sample of Prison Tourists,” Canadian Review of Sociology/Revue Canadienne de Sociologie 59.3 (2022): 412-26. 21 Ramkissoon, Haywantee, “Authenticity, Satisfaction, and Place Attachment: A Conceptual Framework for Cultural Tourism in African Island Economies,” Development Southern Africa 32.3 (2015): 292-302. 22 Yang, Ying, & Guo, “Xu Research on the Development Model of Island Medical Tourism - A Case Study of Zhoushan Islands,” Special Zone Economy 1 (2017): 108-110. 23 Wang, Ping, Liu, Chunshan, Lou, Quansheng, & Tang, Yuanfang, “Study on the Integrated Development of Island Tourism and Agriculture in Zhuhai,” Marine Development and Management 32.10 (2015): 107-110.

Escape to the Edge: A Systematic Review of Island Tourism 85 on island tourism. Figure 3. The annual publication count of small island tourism research (1991-2022) 3.2 The visualization analysis The visualization analysis mapping of the core authors of the literature, as shown in Figure 4, has a total of seven nodes, where the size of the author node is proportional to the keywords and the inter-node connection indicates that the author and the article keywords are the same, and the thickness of the line segment is proportional to the use of keywords among the authors. Authors who have each published nine times are the most prolific in frequency. They are ALONSO, ABEL DUARTE; SEETANAH,BOOPHEN; ADRIANTOM LUKY; OZAGIT HALE; CROES, ROBERTICO; PATEL, ARVIND; SCHEYVENS REGINA; STAUVERMANN, PETER JOSEF; CORES ROBERTICO. In Figure 4, the names of researchers who have authored a minimum of two publications are presented, the author has the same keyword in the article. From the observation of the community clustering map, we can see that most of the current foreign researchers on island tourism are scattered and do not closely cooperate with each other. The consistency of keywords among the few articles that study island tourism-related topics can indirectly indicate that these articles study similar topics. In summary, scholars in the field of international island tourism research exhibit relatively loose collaboration, though some studies share similarities in their themes. Strengthening cooperation among researchers in the future could potentially drive more in-

Wei, Tianming ; Zhang, Yang ; Yin, Yue 86 depth and systematic advancements in this field. Figure 4. Researchers with at least two publications, the author has the same keyword (1991-2022) 3.3 Author Co-citation Analysis (ACA) Chen Chaomei believes that the ACA can identify the core authors of a subject area and the strength of the relationships between collaboration and cross-citation.24 ACA identifies the influence of authors in the field of tourism research by extracting author information from the bibliography and constructing an author co-citation network. Identifying academic communities or research schools within a field reveals the academic connections among authors. A higher co-citation frequency indicates a stronger relevance to their research topics. Additionally, it helps to uncover classic authors or significant literature within the domain. The results of author co-citation in the international island tourism literature in the 24 Chen, Chaomei, Chen, Yue, Hou, Jianhua, & Liang, Yongxia, “CiteSpace Ⅱ: Identification and Visualization of New Trends and Dynamics in Scientific Literature,” Journal of the China Society for Scientific and Technical Information, 3 (2009): 401-421.

Escape to the Edge: A Systematic Review of Island Tourism 87 last 30 years can be seen in Figures 4 and 5, where the scholar Scheyvens and Momsen25 argues that small islands are constrained by small size, ecological fragility and lack of resources, which seriously undermine the pride and initiative of islanders and limit the achievement of sustainable development goals for islands. Figure 5. Bimodal Matrix Diagram Through a comprehensive descriptive analysis of island tourism, it can be concluded that island tourism research has significant stage characteristics, which can be divided into three stages: the budding stage, the exploration stage and the development stage. The research content is broadly related to the development and utilization of islands, ecological disturbance of islands, sustainable development of island tourism, and the relationship between people and places in island tourism;26 the initial research methods of island tourism are mostly qualitative, and theoretical research on island tourism in China is relatively small; most researchers on island tourism abroad are scattered and have not yet 25 Scheyvens, Regina, and Janet Momsen, “Tourism in Small Island States: From Vulnerability to Strengths.” Journal of Sustainable Tourism 16.5 (2008): 491-510. 26 Yeniasır, M., & Gökbulut, B, “Perception and Attitudes of Local People on Sustainable Cultural Tourism on The Islands: The Case of Nicosia,” Sustainability 10.6 (2018): 1892.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 88 formed close cooperative relationships. 3.4 Content and thematic analysis 3.4.1 Keywords analysis Keywords are the core and essence of a research paper, providing a highly summarized and condensed representation of the literature topic. The more frequently a keyword appears, the more frequently it appears in the knowledge map, so mapping the keyword co-occurrence knowledge map can help us understand the research hotspots in the field.27 In this study, a co-occurrence knowledge map of keywords was formed through the analysis of COOC and VOSviewer software. Through data preparation, building a co-occurrence matrix, and generating visual maps. According to the data presented in Figure 6, the keyword co-occurrence map of island tourism research contains a total of 40 nodes, usually the larger the network node and word number the higher the frequency of keywords,28 so the frequency of keywords such as tourism, small islands, island tourism, climate change, sustainable tourism and small island development is relatively high. Keywords located in the center of the network are usually the core topics in the field. There are not many isolated nodes in the graph, indicating strong interrelationships between the keywords. Various nodes continuously appear in the graph, indicating the vitality of island tourism research and the high level of interest in island tourism. Various fields demonstrate the diversification and deepening of research topics and directions in island tourism. Through the analysis of the keyword co-occurrence knowledge graph, the research hotspots and development trends in the field of island tourism can be clearly identified, providing valuable references for further research. 27 Qian, J., Law, R., & Wei, J, “Knowledge Mapping in Travel Website Studies: A Scientometric Review,” Scandinavian Journal of Hospitality and Tourism 19.2 (2019): 192-209. 28 Park, J., & Jeong, E, “Service Quality in Tourism: A Systematic Literature Review and Keyword Network Analysis,” Sustainability 11.13 (2019): 3665.

Escape to the Edge: A Systematic Review of Island Tourism 89 Figure 6. Keywords of the Island Tourism Co-Presentation Chart 3.4.2 Island Tourism Research Hotspots Within this section, out of a selection of 1184 papers, island tourism research highlighted six primary themes. These six main themes were identified and illustrated in Figure7. Island development and utilization Island, related island and tourism products The study of island sustainable development Island tourism challenges and coordination with the people Island climate change Measures related to the island from the government

Wei, Tianming ; Zhang, Yang ; Yin, Yue 90 Form 1. Island Tourism Research Hotspots form Keywords Island tourism research hotspots Economic Growth Island development and utilization Fiji Small Island States North Cyprus Vulnerability Stakeholders Marine Protected Areas Island, related island and tourism products Mediterranean Greece Maurituis Island Indonesia Conservation Small Island Developing States The study of island sustainable development Climate Change Adaptation Cape Verdf Economic Development Island Tourism Pacific Islands Resilience Small Islands Sustainable Tourism Tourism Development Sustainable Development Tourism Island tourism challenges and coordination with the people Heritage SIDS Caribbefan Covid-19 Small island Developing States(SIDS) Ecotourism Development Climate change Island climate change Adaptation Cultural Tourism Measures related to the island from the government Aruba Small Island Governance

Escape to the Edge: A Systematic Review of Island Tourism 91 3.4.2.1 Island development and utilization By organizing keywords such as “stakeholders”, “vulnerability” and “economic development” it is found that the development of island resources should maximize the rational utilization of island tourism resources without destroying natural conditions. Scholars mainly focus on studying the development models and strategies of island tourism resources. Green hotels are the preferred choice for the sustainable development of islands. Yusof conducted a study on the different green practices of eco-lodge operators in Malaysia and found that most green practices on two different islands were similar, with differences observed in solid waste management.29 A key discovery is that environmentally conscious and innovative eco-lodge operators are implementing novel green strategies to diminish waste, energy consumption, and water pollution. It can be seen that for the rational development and utilization of islands, operators need to adopt more reasonable strategies. There are similar resource characteristics among islands in China, leading to obvious spatial competition. Some scholars believe that since some islands share similar resource characteristics, a development model of regional cooperation and integration can be adopted to form a competitive force. Wang and others propose that a united zone should be established among the islands in the western part of Guangdong Province (including Zhanjiang, Maoming, Yangjiang, and Yunfu), using a model of regional cooperation and development. Scholars can provide development recommendations for islands from different perspectives to create unique and distinctive island tourism that suits each island. 3.4.2.2 Island, related island and tourism products Keywords such as “Conservation”, “Mauritius”, “Indonesia”, “Greece”, “Mediterranean” and “marine protected areas” are associated with renowned island nations and regions. Most scholars have focused their research on regions and islands with a higher level of tourism development, with fewer studies conducted on island tourism in Africa and 29 Yusof, Zeenat Begam Bt, and Mariam Jamaludin, “Green Practices of Small Island Chalet Operators in East Peninsular Malaysia,” Procedia-Social and Behavioral Sciences 202 (2015): 340-50.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 92 North America. Some studies have taken a purely rational approach to island tourism, addressing relevant issues. For instance, Khadaroo and Seetanah investigated how foreign direct investment (FDI) influences the economic advancement of Mauritius, contrasting it against domestic private and public investments. 30 In terms of tourism products, the selection of recreational activities by tourists on islands has become a distinctive tourism product observed across various islands. Li and Li examined surf clubs as their research subject to understand the actual service operations and analyze the comprehensiveness of their service operation systems.31 The service missions established by operators mostly align with the desired state and possess the ability to fulfill consumers’ valued needs. The flow of service delivery and customer movement is marked and guided, and the pre-service training of staff enables customers to smoothly access various services, showcasing the effectiveness of training. 3.4.2.3 The study of island sustainable development By summarizing the key terms “island sustainability”, “island economic development”, “climate change adaptation” and “small island development status”, can be summarized as the study of sustainable development of islands. With the development of island tourism resources, a “boom in island tourism” has emerged in the tourism market. A large influx of tourists is heading towards island regions. However, the tourism development in these island areas is still immature. Faced with the influx of tourists, the island regions are struggling to keep up. The tourism facilities are still inadequate, and the management mechanisms are not well-established. At this stage, the development approach remains extensive. Consequently, scholars have started to explore the development strategies of island regions and the environmental degradation caused by tourism, which has prompted their concern for sustainable development in island 30 Khadaroo, Jameel, and Boopen Seetanah, “Transport Infrastructure and Tourism Development,” Annals of Tourism Research 34.4 (2007): 1021-32. 31 Li, Zhirong, & Li, Yulin, “Case Study of Service Operation Analysis in Surfing Clubs,” Fu Jen Catholic University Journal of Physical Education 7 (2008): 137-151

Escape to the Edge: A Systematic Review of Island Tourism 93 tourism. Scholars have introduced various research methods and conducted extensive empirical research. For instance, Lim and Cooper used Kangaroo Island in Australia as a case study to identify the challenges faced by current sustainable development in island tourism.32 Based on this, they developed a new concept and approach to sustainable development. They employed a set of 15 island tourism condition indicators and a more accurate multifunctional interactive cyclic process to develop a new model called MIPC (Multifunctional Interactive Process for a new life Cycle). 3.4.2.4 Island tourism challenges and coordination with the people Currently, island tourism has become the preferred choice for travelers, with keywords such as “ecotourism” “COVID-19 pandemic,” “small island developing states(SIDS)” and “heritage tourism” highlighting the challenges faced by island tourism. How to better integrate human and natural aspects is a question worth contemplating. Cheng and Wu studied tourist behavior in Taiwan’s Penghu region to promote sustainable tourism development. 33 They merged environmental understanding, the eco-consciousness of sustainable island tourism development frameworks, attachment to the location, and environmentally friendly conduct to form a sustainable tourism behavior model designed for tourists visiting island destinations. They provided recommendations for marketing and implementing sustainable island tourism, aiming to enhance tourists’ environmental knowledge and sensitivity towards the destination.34 By possessing more environmental knowledge, tourists will strengthen their awareness of environmental protection. 32 Lim, Charles C, and Chris Cooper, “Beyond Sustainability: Optimising Island Tourism Development,” International Journal of Tourism Research 11.1 (2009): 89-103. 33 Cheng, Tien-Ming, and Homer C Wu, “How Do Environmental Knowledge, Environmental Sensitivity, and Place Attachment Affect Environmentally Responsible Behavior? An Integrated Approach for Sustainable Island Tourism,” Journal of Sustainable Tourism 23.4 (2015): 557-76. 34 Huang, P. S., & Shih, L. H, “Effective Environmental Management Through Environmental Knowledge Management,” International Journal of Environmental Science & Technology 6 (2009): 35-50.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 94 3.4.2.5 Island Climate Change “Climate change” and “adaptation” have garnered significant attention from scholars. The WMO (World Meteorological Organization) “Statement on the State of the Global Climate in 2019” highlighted that the global average sea level rise rate is approximately 3.24 millimeters per year, with projections indicating a continued rise in sea levels over the next century. Given that many island nations possess low-lying terrain and extensive coastlines, 35 island tourism activities are susceptible to the impacts of rising global temperatures, sea level increases, and the proliferation of extreme weather events.36 The Balearic Islands in Spain are renowned Mediterranean island tourist destinations, but their ecological habitats are susceptible to the impacts of climate change, subsequently influencing tourist decision-making.37 Consequently, enhancing the adaptability of islands to climate change and bolstering the resilience of tourism destinations have emerged as crucial research topics for scholars. 38 Thomas et al., investigated developing island countries and discovered that different groups, such as scientists, fishermen, and policymakers, hold diverse perspectives on climate change in islands.39 Additionally, cognitive factors and religious issues also influence their viewpoints. Many developing island countries prioritize renewable energy in their concerns regarding climate warming. 35 Mohamad, Diana, Azizi Bahauddin, and Badaruddin Mohamed, “Tourism Development Progress of Two Islands of Malaysia: The Locals’ Perspective Towards Climate Change,” Worldwide Hospitality and Tourism Themes 8.5 (2016): 534-48. 36 Ridderstaat, Jorge, Marck Oduber, Robertico Croes, Peter Nijkamp, and Pim Martens, “Impacts of Seasonal Patterns of Climate on Recurrent Fluctuations in Tourism Demand: Evidence from Aruba,” Tourism Management 41 (2014): 245-56. 37 Moreno, Alvaro, “Impact of Climate Change on Island Tourism-the Balearic Islands: Impacts, Vulnerability and Critical Management Issues,” In Disappearing Destinations: Climate Change and Future Challenges for Coastal Tourism (2011): 218-32. 38 Olausson, Pär M, Evangelia Petridou, and Dimitri Ioannides, “Seeking Resilience through Tourism in Greenland: A Cautious Outlook in the Risky Era of Climate Change,” Paper presented at the 10th ECPR General Conference (2016): 7-10. 39 Thomas, Adelle, April Baptiste, Rosanne Martyr-Koller, Patrick Pringle, and Kevon Rhiney, “Climate Change and Small Island Developing States,” Annual Review of Environment and Resources 45.1 (2020): 1-27.

Escape to the Edge: A Systematic Review of Island Tourism 95 3.4.2.6 Measures related to the island from the government To combine “Government” and “cultural tourism”, the government should take a long-term view, a more thorough elaboration of strategies and actions that foster the growth of tourism on the island. Based on the study of island resources, the government should combine the current situation of island resources with local conditions, and local characteristics, make functional zones for island tourism, and propose development strategies for island areas. Lan et al., studied the development of the agriculture and fishery industry in Penghu Island, Taiwan.40 The government has made recommendations and suggestions on cooperative management strategies, traditional culture strategies, experiencing sustainable development strategies, leisure agriculture and fishery service system strategies, and integrated marketing strategies that are suitable for local development. The government management can coordinate the development of tourism, guide the right direction, introduce sound tourism policies and regulations, specify scientific tourism planning, and create a harmonious overall atmosphere. Dredge and other scholars have explored tourism management policies to enhance the visibility, legitimacy, and Significance of governmental directives in overseeing tourism on the island, and to provide policy protection for a good and orderly tourism market.41 The research also delved into the significance of governmental policies in tourism on the island, as well as their role in shaping a well-regulated tourism market. 40 Lan, Yawen, Chen, Qiongzhu, & Yang, Qianzi, “Development Strategies for Leisure Agriculture and Fisheries in Penghu,” Island Tourism Studies 3.1 (2010): 30-56. 41 Dredge, Dianne, and Tazim Jamal, “Progress in Tourism Planning and Policy: A Post-Structural Perspective on Knowledge Production,” Tourism Management 51 (2015): 285-97.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 96 Figure 7. Cluster diagram of related similar matrix systems in the period 1991-2022 3.5 The evolutionary path of the topic The evolutionary path of island tourism research is analyzed by observing the evolutionary path diagram of keyword themes, and the main evolutionary path of island tourism research is sorted out. “Island development and utilization - Island-related islands and tourism products-Island sustainability research - Island tourism challenges and human-earth coordination-Climate change on islands--Government measures related to island tourism” research path. The period from 2006 to 2010 marked the initiation phase of island tourism, and with the increasing popularity of mass tourism, island tourism experienced significant growth. During this period, research primarily revolved around exploring the tourism resources of island regions. Evaluating the potential for tourism resource development is a crucial measure for determining whether these resources possess the necessary conditions to facilitate the development of the tourism sector and subsequently generate economic, social, and environmental benefits. Assessing the development potential of island tourism resources serves as a vital foundation for evaluating the current state of tourism resource development in a region and forecasting its prospects. For instance, drawing upon existing

Escape to the Edge: A Systematic Review of Island Tourism 97 domestic and international research on island tourism evaluation systems, Li Yuezheng and Li Pengsheng systematically assessed China’s island tourism resources from three dimensions: tourism resource conditions, regional conditions, and location characteristics.42 They also established corresponding evaluation criteria for the indicators. Constructing an evaluation system for China’s island tourism resources, they laid the groundwork and provided a reference for the planning and growth of island tourism in China. Furthermore, tourism products associated with islands also play a significant role in attracting visitors to island destinations. The period from 2012 to 2018 witnessed a phase of rapid development in island tourism, leading to the emergence of diverse research topics. During this time, numerous keywords and hot topics emerged in the field. Research on the sustainable development of islands and the challenges faced by island tourism gained significant attention,43 and the coordination between tourists’ travel experiences and the islands themselves became prominent in the public eye. Regarding research on the sustainable development of islands, Figueroa & Rotarou found, through their study of Easter Island in Chile, that the perception of the residents towards the environment had increased after the development of mass tourism.44 Easter Island also faced significant environmental governance issues, making the sustainable development of the island more complex. Survey results indicated that the residents recognized the negative impacts brought about by uncontrolled tourism development, but still supported the growth of the tourism industry as it served as the primary source of income and employment on the island. This highlights the growing importance of addressing the issue of coordination between people and the environment, and the urgent need to identify suitable approaches for sustainable development of local island tourism, learn from past experiences, and establish cooperative agreements to achieve their desired goals while effectively managing shared resources. 42 Li, Yuezheng, Li, Pengsheng, & Huang, Dan, “Construction Research of Evaluation System for Island Tourism Resources,” (Unpublished doctoral dissertation, 2013). 43 Dodds, R., & Graci, S, “Sustainable Tourism in Island Destinations,” Routledge (2012). 44 Figueroa B, Eugenio, and Elena S Rotarou, “Sustainable Development or Eco-Collapse: Lessons for Tourism and Development from Easter Island,” Sustainability 8.11 (2016): 1093.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 98 Since 2018, there has been a growing trend of diversified research in the field of island tourism. Scholars have continued to focus on studying the climate of islands and how governments can make more informed decisions. The outbreak of the COVID-19 pandemic in 2021 has further emphasized the need for governments and tourism management agencies to play a crucial role in decision-making, to facilitate the sustainable development of island tourism.45 4. Discussion By conducting an in-depth examination of the evolutionary backdrop and primary areas of emphasis in island tourism research, the field exhibits the following characteristics. In terms of literature growth, the field demonstrates a linear increasing trend, with the peak in publication volume occurring in 2021, indicating a sustained research interest. The research hotspots primarily revolve around stakeholders, vulnerability, economic development, conservation, Mauritius, Indonesia, Greece, the Mediterranean, marine protected areas, sustainable development of islands, economic development of islands, climate change adaptation, small island developing states, ecotourism, the COVID-19 pandemic, developing island countries, heritage tourism, climate change, adaptation, government, and cultural tourism. The evolution of research hotspots has progressed through six stages: island development and utilization, island-related islands and tourism products, research on sustainable development of islands, challenges faced by island tourism and coordination between people and the environment, climate change in islands, and government measures related to island tourism. Through the analysis of research hotspots and their evolution in island tourism, it is found that the field went through an exploratory phase from 2005 to 2010. With the popularization of mass tourism and the emergence of island tourism, there has been a wealth of research outcomes in the field of island tourism, leading to diversification in 45 Becken, S., & Loehr, J, “Asia-Pacific Tourism Futures Emerging from COVID-19 Recovery Responses and Implications for Sustainability, ” Journal of Tourism Futures 9.1 (2023): 35-48.

Escape to the Edge: A Systematic Review of Island Tourism 99 research areas and disciplines. Scholars primarily focused on exploring tourism resources in island destinations, but the research was relatively superficial and lacked depth and breadth. Subsequently, the research shifted towards studying island-related islands and tourism products, and then towards research on the sustainable development of islands46 and the challenges faced by island tourism, and the coordination between people and the environment. In recent years, research in this field has become more in-depth and specific, with a focus on climate change in islands and the measures that governments should adopt. Overall, the field has undergone a development process from shallow to deep, with continuous changes in research methods. 5. Conclusion This review provides a comprehensive overview of the progress made in island tourism research to date, while also highlighting future avenues for exploration. The findings of this review have significant implications for theory development, practical applications, and societal impact. Through COOC software, the knowledge map of international island research was mapped, and the descriptive analysis of issues such as descriptive analysis, research hotspots and evolutionary processes of island tourism was conducted. It was found that the research results on island tourism have the following characteristics: From the focus on the impact of a single element of island tourism to the study of the cross-influence of endogenous relationships, the analysis of the surface gradually deepened to the analysis of the essence. From the nascent stage, the exploration stage, and then the development stage, the research theme moves from responding to, there is a growing need to prioritize preserving the ecological environment on islands in the face of tourism development. It is crucial to shift focus towards the main stakeholders of island tourism 46 Ghina, F, “Sustainable Development in Small Island Developing States,” Environment, Development and Sustainability 5 (2003): 139-165.

Wei, Tianming ; Zhang, Yang ; Yin, Yue 100 destinations and their role in ensuring sustainable practices that minimize negative environmental impacts and the comparative analysis of the association between the two subsystems of human tourism activities and the ecological environment of the island under the framework of the territorial system of human-earth relationship, and finally to the government’s formulation and adoption of relevant measures for the better development of the island tourism. The government has taken appropriate measures to change the analysis from factor impact to integrated regulation. Island tourism island development, related islands, sustainable development, human-territory relations, island climate change and related policies, etc., although the current island tourism research reins a relatively large amount of literature, it is not difficult to find that these studies are fragmentary, country-specific research, research content focused on island tourism resources and environment, tourist relations, island residents’ perceptions, concentrated in the development of coastal tourism This has resulted in fragmentation of island tourism research and a lack of systematic framework and guiding mechanism to attempt to construct sustainable development of island tourism on a comparative basis, and a lack of in-depth theoretical exploration of spatial and spatial control of island tourism, industrial development strategies, and marine ecological compensation mechanisms. The continuous development of island tourism has had a profoundly impacted on the society and culture of the island. Tourists bring fresh and exotic cultures, and the consumption of tourists at tourist destinations stimulates local economic growth, improves the living environment of destination residents, and drives the development of related industries such as catering, hotel, and retail industries. At the same time, the island tourism industry has brought some negative impacts that cannot be ignored, for example, the rejection of foreign tourists by island residents, the influx of a large number of island tourists causing environmental pollution, traffic congestion, and other problems, as well as irreversible environmental problems such as ecological imbalance and destruction of vegetation. Therefore, the scientific development of island tourism has been a concern of island tourism researchers for many years.

Escape to the Edge: A Systematic Review of Island Tourism 101 6. Suggestions 6.1 Enhancing the theory and methods of island tourism research Theoretical innovation is an important pathway for advancing the standardization, scientification, and deepening of island tourism research. Considering the current relatively limited methods in island tourism research, future studies should engage in interdisciplinary research on island tourism. By utilizing analytical software for quantitative modeling and employing survey data, it is necessary to incorporate case studies, participant observation, in-depth interviews, experimental methods, and mixed research methods to enhance the scientific and normative nature of island tourism research. 47 Scholar Carlsen also mentioned the issue of sustainable development of island tourism in the book and emphasized the importance of theoretical innovation and interdisciplinary research methods in promoting island tourism research. Theoretical innovation directions suggest introducing Complexity Theory and the Social-Ecological Systems Framework (SES Framework) to explain the nonlinear interactions among economy, ecology, and culture in island tourism. For instance, Ostrom’s SES framework can be utilized to construct multi-level indicators (such as resource units, governance systems, and user groups) to analyze the threshold effects of sustainability in island tourism. 6.2 Apply theory into practice After conducting a systematic analysis of island tourism, the effective methods and approaches derived from the analysis should be applied in practical settings. This will enable government management agencies to develop relevant policies, regulations, and mechanisms that are tailored to the specific context in terms of economy, socio-cultural, and resource environment. This shift will facilitate a transition from analyzing individual 47 Carlsen, J., & Butler, R. (Eds.) “Island Tourism: Sustainable Perspectives,” CAB International (2011).

Wei, Tianming ; Zhang, Yang ; Yin, Yue 102 factors to comprehensive regulation and control. 48 It is recommended to integrate Participatory Action Research into policy formulation, involving the government, residents, and businesses in co-designing compensation mechanisms (such as the community-led ecotourism model in Apo Island, Philippines). 6.3 Establish a systematic framework and guiding mechanism for island tourism By examining the diverse models of island tourism resource development in islands with varying origins, environmental characteristics, and climates, in-depth comparative case studies can be conducted across different spatial contexts. This will facilitate a comprehensive exploration of topics such as spatial planning for island tourism, strategies for industry development, and mechanisms for compensating marine ecology.49 It is recommended to Construct a framework. Introduce the "Triple Helix Governance Model" (government-business-academia collaboration), combined with Resilience Theory, to design multi-hazard response mechanisms (e.g., resilient infrastructure standards for typhoon-prone areas). 6.4 Applying scientific approaches to preserve the ecological resources of island tourism A healthy ecosystem forms the basis for achieving sustainable development in island tourism. By employing scientific models, it is possible to establish an ecological indicator system, evaluation methods, early warning systems, and models for assessing the ecological health of island tourism. Furthermore, in infrastructure development and disaster risk reduction, the resilience characteristics of marine disasters should be considered to effectively protect the ecological well-being of island tourism. 50 Current ecological 48 Petridou, E., Olausson, P. M., & Ioannides, D, “Nascent Island Tourism Policy Development in Greenland: A network perspective,” Island Studies Journal 14.2 (2019): 227-244. 49 Lück, M., & Higham, J, “Marine Ecotourism in the New Zealand Urban Context: Emerging Trends, New Challenges and Developing Opportunities,” Urban Tourism-Mapping the Future (2003). 50 Arkema, K. K., Verutes, G. M., Wood, S. A., Clarke-Samuels, C., Rosado, S., Canto, M., ... & Guerry, A.

Escape to the Edge: A Systematic Review of Island Tourism 103 research predominantly focuses on natural systems, yet the coupling mechanisms of social-ecological resilience (such as the role of traditional cultural knowledge in disaster response) remain underexplored. Insights can be drawn from cases of indigenous ecological knowledge in Pacific Island nations. 7. Limitation By analyzing the research literature on island tourism, this study has provided insights into the knowledge base and research trends in the field. It has also offered predictions on the future direction of research, thereby advancing the systematization and maturity of island tourism studies. However, several areas require improvement: Firstly, this study only collected English literature on island tourism from over the last three decades, the Web of Science Core Collection database has been extensively utilized and examined for scholarly research purposes, neglecting the inclusion of Chinese literature on the subject from databases such as CSSCI and CNKI. Future research should consider collecting data from multiple sources and utilizing various retrieval channels to ensure a comprehensive analysis. Additionally, including Chinese literature for comparative analysis would offer a more comprehensive perspective on the specific development of island tourism. Secondly, in terms of software applications, this study employed COOC as the information metrics and visualization analysis software, which may be considered limited in scope. The results of data analysis would benefit from optimization. Future research should consider integrating software analysis tools such as Ucinet and Pajek to enhance the credibility of the research findings and conclusions. D, “Embedding Ecosystem Services in Coastal Planning Leads to Better Outcomes for People and Nature, ” Proceedings of the National Academy of Sciences 112.24 (2015): 7390-7395.

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Escape to the Edge: A Systematic Review of Island Tourism 109 Author Information Wei, Tianming is a Ph.D. student at Faculty of Hospitality and Tourism Management of Macau University of Science and Technology. Her main research interests are health tourism, and cultural heritage tourism. Address: Room N515, Macau University of Science and Technology, Weilong Road, Taipa, Macau, China Email: 381433588lucy@gmail.com Yin Yue is a Ph.D. candidate at Faculty of Hospitality and Tourism Management of Macau University of Science and Technology majoring in hospitality management, she has published paper about proximity tourism and quasi-experiments. Her research interests include food tourism, hospitality management, and cultural tourism. Address: Macau University of Science and Technology, Weilong Road, Taipa, Macau, China Email: fayeyin0617@gmail.com Corresponding author Zhang Yang, a mechanical teacher at Zhuhai College of Science and Technology, is a Ph.D. student in management at Sinawatra University in Thailand. He has published papers on CNC machining, His main research interests in machining and management. Address: Room 201, Huaide Building, Zhuhai College of Science and Technology Zhuhai, Guangdong, China E-mail: zy@zcst.edu.cn

The Journal of Macau University of Science and Technology VOL.19 NO.2 June 2025, pp.111-148 DOI: 10.58664/mustjournal.2025.06.006 111 Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service”* Rachael, Ip Kwai Fun; Sarah, Iong I Fan (School of Business, Macau University of Science and Technology) Abstract: Student evaluation of teaching (SET) is one of the most commonly used instruments to measure teaching quality. Its use in higher education is important because it benefits multiple parties. It benefits students because they can voice out their comments on the teaching they receive. It benefits teachers because they can adjust their teaching according to student feedback. Universities also benefit because they can understand the overall teaching performance of their academics. Despite the respondents of the questionnaires for teaching quality evaluation are students, most of these evaluation tools may not be able to reflect students’ perceptions toward the teaching they have received because these tools are usually developed from the universities’ perspective for the purposes of promotions or salary raises. To better reflecting the perceived teaching quality students have experienced, we developed a set of teaching quality evaluation tool adopted from the popular PZB (Parasuraman, Zeithaml, and Berry) service quality (SERVQUAL) measurement instrument. Our research model and measurement instrument are tested using surveys with two samples of 358 and 220 recruited from undergraduates in one of the universities in Macau in 2017 and 2023, respectively. The results revealed that, among the five SERVQUAL dimensions, Empathy and Reliability dimensions significantly affected students’ satisfaction towards their teachers, while the Responsiveness dimension did not have such an impact. The Tangible dimension had no impact on satisfaction toward teachers but directly influenced the overall course satisfaction. Satisfaction toward teachers had a significant impact on students’ perceived overall course satisfaction. The impact of Assurance on teaching quality differed between the two cohorts. For researchers, this study demonstrates the suitability of adopting SERVQUAL, a commercial service quality * Submission Date: 05 March 2024; Acceptance Date: 12 May 2025.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 112 evaluation tool with items revised to fit education context, can effectively measure students’ satisfaction on their learning. For educators, our study sheds light on the directions for teachers to allocate their efforts to help students increase learning effectiveness through their satisfaction on their learning process. Keywords: Teaching evaluation; SERVQUAL; Teaching as a service; Satisfaction; Students as customers

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 113 教學還是服務？ 從「教學即服務」視野下建立的教學品質評估模型 葉桂芬、容綺芬 （澳門科技大學商學院） 摘要：教學品質評估在高等教育的發展中有著重要的角色，這不僅僅是在於學生或教師，以至於整個學校。對學生而言，學生可以通過教學品質評估表達他們的意見，反映整個教學品質; 對教師而言，教師可以通過教學品質評估來調整教學方向或深淺程度。對整個學校來說，教學品質評估可以反映出教師在教學中的整體表現。在教學品質評估中，雖然調查對象為學生，但大多數的問卷無法反映出學生對教學品質的真實情況。原因是因為這些教學品質評估大多是從學校的角度出發，目的是為了教師晉升或薪金調整。SERVQUAL 量表是由美國教授 A.Parasuraman, Valarie A. Zeithaml and Leonard L. Berry（簡稱 PZB）三人於 1985 年所提出的「服務品質概念模式」（PZB 模式），為了更好的反映教學品質，本研究採用 SERVQUAL量表來進行調查。本研究透過問卷形式進行，分別於 2017 年和 2023 年從澳門某所大學中招募了 358 名和 220 名本科生進行研究。研究結果顯示，在 SERVUAL的五個維度中，同理心和可靠性對學生的滿意度有顯著的影響，回應性維度則沒有影響，有形性對學生的滿意度沒有影響，但對整體教學品質評估有影響。滿意度對整體教學品質評估有重大的影響。保證性對教學品質評估的影響在兩個群體中有所不同。本研究對 SERVQUAL 進行了修改及調整，使其更適用於教育方面，可以有效地測量學生對學習的滿意度; 對老師來說，本研究可以更有效的了解學生需要，從學習過程中提升學習效率以增強學生的滿意度。 關鍵詞：教學評估、SERVQUAL、教學即服務、滿意度、學生即顧客

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 114 1. Introduction Student evaluation of teaching (SET) in higher education is one of the key instruments adopted by most higher educational institutions to evaluate their faculties’ teaching performance. It is considered important in improving teaching quality because it is an essential source of getting responses from students.1 With these responses, individual teachers could further evaluate the appropriateness of their teaching strategies and practices to fit the pedagogical needs among the teaching and being-taught sides.2 Optimizing learning effectiveness is one of the primary goals of education systems, students, teachers and teaching contents are the fundamental constitutions of the systems.3 Both the learning and teaching sides would have their own expectations on achieving the desired effectiveness of the learning/teaching processes. However, it is not rare to observe that students’ goals and their behavior being inconsistent. Such inconsistency may be caused by students’ early expectations and the subsequent effort they have to pay for studying, or the discrepancies between the learning and teaching strategies and practices. Therefore, understanding students’ expectations of the learning and teaching processes is a must to narrow down the discrepancies.4 Teachers are shouldering the responsibilities to help equip students for their future through the delivery of knowledge and experiences to the next generations. The process of 1 Berk, R. A., “Survey of 12 Strategies to Measure Teaching Effectiveness,” International Journal of Teaching and Learning in Higher Education 17.1(2005): 48-62; McKeachie, W. J., “Student Ratings: The Validity of Use,” American Psychologist 52.11(1997): 1218-1225. 2 Pan, G., Shankararaman, V., Koh, K. & Gan, S., “Students’ Evaluation of Teaching in the Project-based Learning Programme: An Instrument and a Development Process,” The International Journal of Management Education 19.2(2021): 100501; Spooren, P., Brockx, B. & Mortelmans, D., “On the Validity of Student Evaluation of Teaching: the State of the Art,” Review of Educational Research 83.4(2013): 598-642. 3 McLaughlin, M. W., & Talbert, J. E., “Contexts that Matter for Teaching and Learning: Strategic Opportunities for Meeting the Nation’s Educational Goals,” (1993). 4 Appleton-Knapp, S. L. & Krentler, K. A., “Measuring Student Expectations and their Effects on Satisfaction: The Importance of Managing Student Expectations,” Journal of Marketing Education 28.3(2006): 254-264.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 115 transferring knowledge to the next generations can be considered as a process of delivering pedagogical services to meet students’ needs and expectations.5 In the context of education, the needs are students’ knowledge pursuance.6 To optimize the learning and teaching effectiveness, it is thus worthwhile to understand how students perceive the level of teaching quality they have experienced during their learning process. Content is another important element in the triangle of the core of education systems.7 Curriculums, forming a major component of the content, are usually designed in a way to develop students’ domain knowledge and at the same time fulfil the needs of industries and societies. 8 Despite the emphasis of the domain knowledge requirements, students’ expectations and needs should not be neglected when designing these curriculums and the related assessments, simply because students are those who are trained within these frameworks.9 Even though teaching services should not be considered as commercial services, the feedback of this education service from students is important. Through the feedback, teachers can understand more about the perceived appropriateness or inappropriateness of 5 Lupo, T., “A Fuzzy ServQual based Method for Reliable Measurements of Education Quality in Italian Higher Education Area,” Expert Systems with Applications 40.17(2013): 7096-7110; Tan, K. C., & Kek, S. W., “Service Quality in Higher Education Using an Enhanced SERVQUAL Approach,” Quality in Higher Education 10.1(2004): 17-24. 6 Douglas, J., Douglas, A. & Barnes, B., “Measuring Student Satisfaction at a UK University,” Quality Assurance in Education 14.3(2006): 251-267; Eagle, L. & Brennanm, R., “Are Students Customers? TQM and Marketing Perspectives,” Quality Assurance in Education 15.1(2007): 44-60; Feldman, R. S. & Prohaska, T., The Student as Pygmalion: Effect of Student Expectation on the Teacher,” Journal of Educational Psychology 71.4(1979): 485-493. 7 McLaughlin, et al., “Contexts that Matter for Teaching and Learning,” (1993). 8 Akhmetshin, E. M., Mueller, J. E., Yumashev, A. V., Kozachek, A. V., Prikhodko, A. N. & Safonova, E. E., “Acquisition of Entrepreneurial Skills and Competences: Curriculum Development and Evaluation for Higher Education,” Journal of Entrepreneurship Education 22.1(2019): 1-12. 9 Akhmetshin, et al., “Acquisition of Entrepreneurial Skills and Competences: Curriculum Development and Evaluation for Higher Education,” Journal of Entrepreneurship Education 22.1(2019): 1-12; Vasefian, F., Arabhashemi, M. & Fatehi, H., “A. Explaining a Model of Applying Critical Thinking Components in High School Curriculum Development: A Qualitative Approach,” Iranian Evolutionary and Educational Psychology Journal 4.4(2022): 223-231; Xie, Q. & Chen, J., “The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University,” SAGE Open 9.1(2019): 2158244019835951.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 116 their teaching from students’ perspective. Tuning of the pedagogical strategies and practices can then be applied.10 When a match between students’ expectations and their perceived teaching service quality is there, it helps raise students’ motivations to learn, cultivate better talents, increase overall academic performance, 11 and ultimately, contribute to societies. Hence, with the understanding of students’ satisfaction toward the teaching service they have received through evaluation feedback, the following benefits can be realized. First, it is important to determine whether students are satisfied with the teaching they have received. A satisfied student or alumni would disseminate positive statements by word of mouth (WoM) about their Alma Mater to acquaintances (which is equally important as positive WoM in the business world).12 Consequently, universities would attract more applications from potential students. Second, teachers can use the feedback to make appropriate adjustments to their teaching strategies and practices to ensure a better fit between the teaching and learning sides. If the fit can be optimized, students would feel more comfortable, have higher confidence in studying and, be more willing to attend classes. It would ultimately improve students’ learning outcomes.13Furthermore, teaching and learning are influencing each other.14When the fits are optimized, the performance of both sides will be improved. Finally, higher education will be benefited as well. Universities can become more prestigious when their students are performing well in their career, which not only attracts more high-quality students and faculties, but also encourages more grants and collaboration 10 Golding, C. & Adam, L., “Evaluate to Improve Useful Approaches to Student Evaluation,” Assessment & Evaluation in Higher Education 41.1(2014): 1-14, doi: 10.1080/02602938.2014.976810. 11 Saeed, S. & Zyngier, D., “How Motivation Influences Student Engagement: A Qualitative Case Study,” Journal of Education and Learning 1.2(2012): 252-267. 12 Rasheed, R. & Rasid, A., “Role of Service Quality Factors in Word of Mouth through Student Satisfaction,” Kybernetes (2023): 2023. 13 Ko, W.H. & Chung, F.M., “Teaching Quality, Learning Satisfaction, and Academic Performance Among Hospitality Students in Taiwan,” World Journal of Education 4.5(2014): 11-133. 14 Polya, G., “On Learning, Teaching and Learning Teaching,” The American Mathematical Monthly 70.6(1963): 605-619; Sherin, M.G., “When Teaching Becomes Learning,” Cognition and Instruction 20.2(2002): 119-150.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 117 from industries. Despite the aforementioned benefits, debates about teaching as a service, and especially students as customers, remain among academics.15 Not to consider students as commercial customers, but as the recipients of teaching services, we adopted the SERVQUAL five service quality dimensions as the basis and developed our SERVQUAL-like teaching evaluation instrument and research model.16 We aimed to provide answers to the following research questions: 1. Among the five SERVQUAL service quality dimensions, which dimension(s) would be more influential on students’ satisfaction with teaching quality? 2. What roles do teachers play in influencing overall course satisfaction? 2. Research Background and Theoretical Foundations 2.1 Teaching as a Service Education aims to foster the talents of future generations, such as equipping students with reflective/critical thinking and experiential learning skills.17 Through the knowledge transfer processes, teachers are indeed providing professional education services to students, aiming to equip them for the future. Teachers are providing one of the greatest 15 Conway, T., Mackay, S. & Yorke, D., “Strategic Planning in Higher Education: Who are the Customers,” International Journal of Educational Management 8.6(1994): 29-36; Cuthbert, R., “Students as Customers,” Higher Education Review 42.3(2010): 3-25; Guilbault, M., “Students as Customer in Higher Education: Reframing the Debate,” Journal of Marketing for Higher Education 26.2(2016): 132-142; Guilbault, M., “Students as Customers in Higher Education: The (Controversial) Debate Needs to End,” Journal of Retailing and Consumer Services 40(2018): 295-298; Olshavsky, R. & Spreng, R. A., “Consumer Satisfaction and Students: Some Pitfalls of Being Customer Driven. Journal of Consumer Satisfaction,” Dissatisfaction and Complaining Behavior 8.2(1995): 69-77. 16 Parasuraman, A., Zeithaml, V.A. & Berry, L.L., “SERQAUAL: A Multiple-item Scale for Measuring Consumer Perceptions of Service Quality,” Journal of Retailing 64.1(1988): 12-40. 17 Baron, J., “Reflective Thinking as a Goal of Education,” Intelligence 5(1981): 291-309; Dewey, J., Experience and Education, New York: Simon & Schuster, 1997, (1938); Kolb, A.Y. & Kolb, D.A., “Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education,” Academy of Management Learning & Education 4.2(2005): 193-212; Vasefian et al., “A. Explaining a Model of Applying Critical Thinking Components in High School Curriculum Development: A Qualitative Approach,” Iranian Evolutionary and Educational Psychology Journal 4.4(2022): 223-231.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 118 and honorable services to societies, simply because the education services provided by teachers have dramatic impact on future generations. Education teaching services are different from commercial services in terms of the nature of the “services”. There is no commercial exchange between the teaching side and the learning side in a university, instead the exchanges of teaching services happen when teachers spend their time and effort in delivering the teaching materials while the students spend their time and effort in learning.18 The concept of “student as customers” is opposed by some academic because different from the commercial world,19 students have to exert significant efforts, working together with their teachers, to achieve the desired learning outcomes through the learning and teaching processes.20 In fact, students are “a real learner is a producer, not a consumer, of the knowledge he or she gains”(21. p.32).21 However, students, as the recipients of teaching services, it is essential and valuable for teachers to know students’ perception of the services they have received as “the opinion of those who eat the dinner should be considered if we want to know how it tastes”.22 2.2 Teaching Quality Evaluation Student evaluation of teaching (SET) is an assessment of teachers’ teaching quality.23 It is generally believed to be one of the most effective metrics to measure teaching 18 Obermiller, C., Fleenor, P., & Peter, R., “Students as Customers or Products: Perceptions and Preferences of Faculty and Students,” Marketing Education Review 15.2(2005): 27-36. 19 Clayson, D. E., & Haley, D. A., “Marketing Models in Education: Students as Customers, Products, or Partners,” Marketing Education Review 15.1(2005): 1-10. 20 Albanese, M., “Students are not Customers: A Better Model for Medical Education,” Academic Medicine 74.11(1999): 1172-1186; Bunce, L., Baird, A. & Jones, S.E., “The Student-as-consumer Approach in Higher Education and its Effects on Academic Performance,” Studies in Higher Education (2017): 1-21. 21 Groccia, J. E., “The Student as Customer Versus the Student as Learner,” About Campus 2.2(1997): 31-32. 22 Seldin, P., “The Use and Abuse of Student Ratings of Professors. The Chronicle of Higher Education,” 39.46(1993): A40; et al., “On the Validity of Student Evaluation of Teaching: The State of the Art,” Review of Educational Research, 83.4(2013): 598-642. 23 Chen, Y. & Hoshower, L.B., “Student Evaluation of Teaching Effectiveness: An Assessment of Student Perception and Motivation,” Assessment & Evaluation in Higher Education 28.1(2003): 71-88.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 119 performance.24 With SETs, students have the opportunities to voice out their appreciation or depreciation on the teaching they have received and provide feedback to their teachers.25 Despite some teachers maybe suspecting that students may not know exactly what they should be taught, students are able to provide feedback of how they are taught as they are the ones who have experienced the teaching process. Thus, it is not arguable that, with student feedback, no matter it is negative or positive, teachers can tune their teaching pedagogical strategies and practices accordingly.26 Even though evaluation scores can be considered “objective”, there is a concern of using student evaluation as a key component of the reward/punishment system. 27 It is not rare that a few students would use the evaluation as a weapon to negotiate with their teachers for benefits, such as fewer assignments, easier tests and higher grades. It happens because those students know that their evaluation may have a great impact on their teachers’ performance evaluation. This dark side of SET becomes more pervasive with the emergence of the “students as customers” phenomenon.28 Despite the criticism of SET, student ratings is still considered as being one of the 24 Huybers, T., “Student Evaluation of Teaching: The Use of Best-worst Scaling,” Assessment & Evaluation in Higher Education 39.4(2014): 496-513; Spooren, et at., “One the Validity of Student Evaluation of Teaching: The State of the Art,” Review of Educational Re-search 83.4(2013): 598-642. 25 Berk, R. A., “Survey of 12 Strategies to Measure Teaching Effectiveness,” 48-62. 26 Berk, R. A., “Survey of 12 Strategies to Measure Teaching Effectiveness,” 48-62; Golding, C. & Adam, L., “Evaluate to Improve Useful Approaches to Student Evaluation,” 1-14. 27 Borch, I., Sandvoll, R. & Risor, T., “Discrepancies in Purposes of Student Course Evaluation: What Does it Mean to be ‘Satisfied’?” Educational Assessment, Evaluation and Accountability 32.1(2020): 83-102; Emery, C.R., Kramer, T.R. & Tian, R.G., “Return to Academic Standards: A Critique of Student Evaluations of Teaching Effectiveness,” Quality Assurance in Education 11.1(2003): 37-46; Tran, T.T.T. & Do, T.X., “Student Evaluation of Teaching: Do Teacher Age, Seniority, Gender, and Qualification Matter?” Educational Studies 48.4(2022): 443-470. 28 Spooren et al., “On the Validity of Student Evaluation of Teaching: The State of the Art,” Review of Educational Research 83.4(2013): 598-642; Gregory, J. L., “Applying SERVQUAL: Using Service Quality Perceptions to Improve Student Satisfaction and Program Image,” Journal of Applied Research in Higher Education 11.4(2019): 788-799; Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T. & Pham, H. T., “Does E-learning Service Quality Influence E-learning Student Satisfaction and Loyalty? Evidence from Vietnam,” International Journal of Educational Technology in Higher Education 16.1(2019): 1-26; Woodall, T., Hiller A. & Resnick, S., “Making Sense of Higher Education: Students as Consumers and the Value of the University Experience,” Studies in Higher Education (2014): 48-67.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 120 most essential tools to measure teaching effectiveness as the validity of student ratings have been validated in prior studies.29 A good teaching evaluation should “promote student growth and learning while also inspiring great teachers to remain in the classroom” (30. p. 2).30 A proper teaching evaluation system should aim to help both the students and teachers to grow pedagogically and practically. The pedagogical component of a teaching evaluation instrument helps measure the quality of the subject knowledge, while the practical component evaluates the process of how the teaching materials are delivered. Among all items in the teaching evaluation questionnaire, the single item “overall satisfaction” is the primary focus of most teachers. This overall score (sometimes referred to as single-most-important questions (SMIQs)) is important because this single item is usually incorporated as part of teachers’ performance assessment which may ultimately influence their contract renewal and pay raise.31 Despite this SMIQ, teachers should also know how their students feel toward their teachings from different angles. 2.3 SERVQUAL In commercial sectors, it is critical to justify resources allocation with the benefits generated from investment. If customers do not perceive the products or services as valuable to them, those investments will all be in vain.32 Measurement tools are therefore 29 Abrami, P. C., d’Apollonia, S., & Cohen, P. A., “Validity of Student Ratings of Instruction: What We Know and What We Do Not,” Journal of Educational Psychology 82.2(1990): 219; Costin, F., Greenough, W. T., & Menges, R. J., Student Ratings of College Teaching: Reliability, Validity, and Usefulness,” Review of Educational Research 41.5(1971): 511-535; Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M., “Teaching Quality in Higher Education: Agreement Between Teacher Self-reports and Student Evaluations,” European Journal of Psychological Assessment 39.3(2023): 176; McKeachie, W. J., “Student Ratings: The Validity of Use,” 1218-1225; Roxå, T., Ahmad, A., Barrington, J., Van Maaren, J., & Cassidy, R., “Reconceptualizing Student Ratings of Teaching to Support Quality Discourse on Student Learning: A Systems Perspective,” Higher Education (2021): 1-21. 30 National Education Association (2010). “Teacher Assessment and Evaluation.” Accessed on Jan January 24, 2024. Accessible at https://files.eric.ed.gov/fulltext/ED583104.pdf. 31 Sproule, R., “Student Evaluation of Teaching: Methodological Critique,” Education Policy Analysis Archives 8.50(2000); Chen, Y. & Hoshower, L.B., “Student Evaluation of Teaching Effectiveness: An Assessment of Student Perception and Motivation,” 71-88. 32 Parasuraman, A., Zeithaml, V.A. & Berry, L.L., “SERQAUAL: A Multiple-item Scale for Measuring Consumer Perceptions of Service Quality,” 12-40.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 121 essential to measure customers’ perceptions of the service/product quality provided by organizations. 33 In 1988, Parasuraman, Zeithaml, and Berry introduced a quality measurement tool, SERVQUAL, which has become one of the most widely used service quality measurement tools in the business world.34 The SERVQUAL instrument is used to measure the gaps between customer’s expectation of the services and the actual perceived satisfaction level. Through the gaps, organizations can know how satisfied their customers are toward those services. The SERVQUAL 1988 version constituted 10 dimensions.35 After several rounds of refinement, five service quality dimensions are retained as the current version. These five dimensions are Assurance, Empathy, Reliability, Responsiveness, and Tangible. The definitions of these five dimensions quoted in Parasuraman, Zeithaml, and Berry’s 1988 article (36. p.23) are:36 1. Assurance -“Knowledge and courtesy of employees and their ability to inspire trust and confidence”; 2. Empathy -“Caring, individualized attention the firm provides to its customers”; 3. Reliability -“Ability to perform the promised service dependably and accurately”; 4. Responsive-ness -“Willingness to help customers and provide prompt service” and 5. Tangible -“Physical facilities, equipment, and appearance of personnel”. SERVQUAL-liked assessment tools are also used in other sectors, for example, LibQUAL+ (Use Affect of Service, Information Control, and Library as Place as the three service quality dimensions) is currently adopted by over 1300 libraries to evaluate their service performance.37 33 Fornell, C. A. & Larcker, D. F., “Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics,” Journal of Marketing Research 18.3(1981): 382-388. 34 Parasuraman, A., Zeithaml, V.A. & Berry, L.L., “SERQAUAL: A Multiple-item Scale for Measuring Consumer Perceptions of Service Quality,” 12-40; Parasuraman, A., Berry, L. L. & Zeithaml, V. A., “Understanding Customer Expectations of Service,” MIT Sloan Management Review 32.3(1991): 39-44. 35 Parasuraman, A., Zeithaml, V.A. & Berry, L.L., “SERQAUAL: A Multiple-item Scale for Measuring Consumer Perceptions of Service Quality,” 12-40. 36 Parasuraman, A., Zeithaml, V.A. & Berry, L.L., “SERQAUAL: A Multiple-item Scale for Measuring Consumer Perceptions of Service Quality,” 12-40. 37 Thompson, B. (nd). “History of LibQUAL+®.” Accessed on Jan 28, 2025. Accessible at https://www.libqual.org/about/history_lq.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 122 To understand students’ perceptions toward teaching, it is reasonable to measure their satisfaction on the teaching quality. Students’ emotion has positive impact on their learning, 38 thus students’ course satisfaction would positively lead to higher learning effectiveness. While teaching is one of the education services teachers provide to their students, it is reasonable to evaluate students’ satisfaction on the teaching service quality. Adopting SERVQUAL as the foundation and modifying its five service quality dimensions to match teaching context, we developed our SERVQUAL-like instrument. SERVQUAL is suitable primarily because it helps to measure the quality of teaching,39 and second, four of the five dimensions are related to either pedagogical or “humanification” perspectives, which emphasizes the interaction between students and teachers. Furthermore, the validity and reliability of the adoption of SERVQUAL scale in higher education are validated in prior studies that were conducted in different regions.40 3. Research Model and Hypothesis Development To ensure the fit of the measurement scale with education context, we develop our working definitions of the five service quality dimensions in our study as follows. Assurance measures an instructor’s domain knowledge and professionalism of the subject domains. Empathy evaluates an instructor’s provision of individualized attention and care 38 Pan, G., Shankararaman, V., Koh, K. & Gan, S., “Students’ Evaluation of Teaching in the Project-based Learning Programme: An Instrument and a Development Process,” 100501. 39 Arthur, Y.D., Dogbe, C.S.K. & Asiedu-Addo, S.K., “Modeling Students’ Mathematics achievement and Performance through Teaching Quality: SERVQUAL Perspective,” Journal of Applied Research in Higher Education 14.4(2022): 1509-1523; Gregory, J. L., “Applying SERVQUAL: Using Service Quality Perceptions to Improve Student Satisfaction and Program Image,” 788-799. 40 Lupo, T., “A Fuzzy ServQual based Method for Reliable Measurements of Education Quality in Italian Higher Education Area,” 7096-7110; Stodnick, M., & Rogers, P., “Using SERVQUAL to Measure the Quality of the Classroom Experience,” Decision Sciences Journal of Innovative Education 6.1(2008): 115-133; Tan, K. C., & Kek, S. W., “Service Quality in Higher Education Using an Enhanced SERVQUAL Approach,” 17-24; De Oliveira, O.J. & Ferreira, E.C., “Adaptation and Application of the SERVQUAL Scale in Higher Education,” Proceedings of POMS 20th Annual Conference (2009) USA, May 2009; Yousapronpaiboon, K., “SERVQUAL: Measuring Higher Education Service Quality in Thailand,” Procedia 116.2014(2013): 1088-1095.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 123 to students. Reliability assesses an instructor’s abilities in delivering teaching materials and keeping accurate student records. Responsiveness is for the evaluation of an instructor’s willingness to provide helping hands to solve student’s academic problems. The two essential components of a teaching evaluation instrument, pedagogic and practical, are covered by our proposed measurement, with Assurance measuring the pedagogical aspect, and Reliability focusing on the practical side of teaching quality. Furthermore, Empathy and Responsiveness help measure the warmth and helpfulness of an instructor. We measured the role of a teacher as the mediator between service quality dimensions and students’ overall satisfaction toward the course. Finally, Tangible measures “the teaching/learning aids and facilities provided inside and outside the classroom”. Although the provisions of these aids and facilities may not be under teachers’ control, it is considered as an integral part of formulating teaching quality because it would affect how teaching and learning proceed. Hence, this study presumes that Tangible would affect students’ satisfaction to both a teacher’s teaching quality and the overall course satisfaction. Based on this rationale, we developed the research model (Figure 1) and formulated the following seven hypotheses: Hypothesis 1. Students’ perceived Assurance quality is positively associated with the satisfaction with instructors’ teaching quality. Hypothesis 2. Students’ perceived Empathy quality is positively associated with the satisfaction with instructors’ teaching quality. Hypothesis 3. Students’ perceived Reliability quality is positively associated will the satisfaction with instructors’ teaching quality. Hypothesis 4. Students’ perceived Responsiveness quality is positively associated with the satisfaction with instructors’ teaching quality. Hypothesis 5. Students’ perceived Tangible quality is positively associated with the satisfaction with instructors’ teaching quality. Hypothesis 6. Students’ perceived Tangible quality is positively associated with overall course satisfaction. Hypothesis 7. Students’ satisfaction with teachers’ teaching quality is positively

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 124 associated with overall course satisfaction. Figure 1. Proposed research model 4. Research Method 4.1. Instrument Development Our primary objective was to build an evaluation tool to measure students’ satisfaction with teaching quality based on the teaching services provided to them. A research model was developed and the corresponding instrument for validation was built. We adopted a systematic and rigorous approach to build the measurement instrument. As described in the previous sections, the SERVQUAL service quality measurement questionnaire was adopted as the basis of our instrument development. SERVQUAL has been widely used in the service industries. Originally, there were 22 items for the five dimensions in the PZB’s SERVQUAL instrument. As the nature of teaching is different from the services in the commercial world, we modified the items to fit the teaching context. Our initial instrument had 25 items for the five dimensions. Similar to most traditional SET instruments, we kept the overall satisfaction with the course instructor and with the course as single items. Several reasons contributed to this decision:

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 125 first, the traditional teaching evaluation tools usually only use one item to measure overall satisfaction; second, many prior studies have demonstrated that there is not much difference between a single item and multiple items when measuring overall satisfaction.41 The original SERVQUAL instrument collects service recipients’ feedback from three perspectives-the actual performance, customers’ minimum acceptance, and the desired levels. Instead of finding the gaps in service quality, our instrument mainly measured students’ perceived satisfactory level of teaching quality for this cross-sectional study. The validity of SERVQUAL has been confirmed by prior research.42 Despite the similarity of our Teaching Quality scale and the SERVQUAL instrument, we conducted systematic procedures to confirm the face validity and content validity of the developed scale. First, we invited a senior researcher to evaluate the face validity of the questionnaire items. Card sorting and pilot tests were then conducted for validity testing of the questionnaire items.43 Two rounds of card sorting were performed. In each round, four junior researchers participated in the activity (these junior researchers were postgraduate students taking a research methodology course in one of the universities in Macau). Ambiguous items were removed or refined until 75% of the judges reached the consent of the items grouped under each dimension. There were 4 to 6 items measuring each dimension, making a total of 23 items for the exogenous variables. 4.2 Instrument Testing-Pilot Test With these 27 items (23 items for exogenous variables, one single item for each 41 Nagy, M. S., “Using A Single-item Approach to Measure Facet Job Satisfaction,” Journal of Occupational and Organizational Psychology 75.1(2002): 77-86; Wanous, J. P., Reichers, A. E. & Hudy, M. J., “Overall Job Satisfaction: How Good are Single-item Measures?” Journal of Applied Psychology 82.2(1997): 247-252. 42 Carrillat, F. A., Jaramillo, F. & Mulki, J. P., “The Validity of the SERVQUAL and SERVPERF Scales: A Meta-analytic View of 17 years of Re-search Across Five Continents,” International Journal of Service Industry Management 18.5(2007): 472-490. 43 Moore, G. C. & Benbasat, I., “Development of an Instrument to Measure the Perceptions of Adopting an Information Technology Innovation,” Information Systems Research 2.3(1991): 192-222; Van Teijlingen, E. & Hundley, V., “The Importance of Pilot Studies,” Social Research Update 35(2001): 1-4.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 126 endogenous variable, and two items for demographic data), we conducted the pilot study. Our questionnaire items were measured via a five-point Likert scale ranging from strongly disagree, 1, to strongly agree, 5. The pilot test served two purposes. First, it ensured the legibility of the item wording. Second, it helped to ensure the instrument reliability and validity.44 Fifty questionnaires were collected for this pilot test. We ran the statistics with SmartPLS 3.0. The values of Cronbach’s alpha, composite reliability (CR), and average variance extracted (AVE) were all over the recommended cutoff points. The loadings of three of the items (one from Empathy and two from Reliability) were slightly below the threshold of 0.707, while all other items were higher than the cutoff points. The results demonstrated that the instrument was ready for research model validation through the testing with the two large-scale data collections. 4.3 Data Collection The refined questionnaire was used for field tests in the fall semester of 2016-2017 and the spring semester of 2022-2023 in one of the universities in Macau. Undergraduates were selected as our target samples. The main reason for excluding postgraduates from this study was to eliminate any confounding factors, such as age and students’ comparisons with prior tertiary experiences. Prior approval had been obtained from the instructors for the questionnaire distribution in their classes. We distributed the questionnaires during class breaks. In the 2016-2017 study, 358 valid questionnaires were collected for analysis. In the 2022-2023 study, 220 valid questionnaires were collected. In these two rounds, our research assistants (RAs) clearly explained to the students the purpose of the survey and emphasized that the survey result was independent of the teachers’ performance evaluated by the university and was just for research purposes. The RAs emphasized and guaranteed that the questionnaires would not be seen by the instructors, so there would be no chance of being “revenged” even if the evaluation scores were low. The instructors were also asked 44 Shi, Z., Kunnathur, A. S. & Ragu-Nathan, T. S., “IS Outsourcing Management Competence Dimensions: Instrument Development and Relationship Exploration,” Information & Management 42.6(2005): 901-919; Van Teijlingen, E. & Hundley, V., “The importance of pilot studies,” 1-4.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 127 to leave the classrooms before the explanation and distribution of the questionnaires. The RAs emphasized that completing the questionnaire was voluntary and the students could leave the questionnaires blank if they wanted. The only demographic information collected in the surveys was gender and year of study. 4.4 Model Testing We used partial least squares (PLS) structural equation modeling to validate the measurement and structural models. SmartPLS 3.0 was used for the analysis to ensure the conclusions of the structural model were drawn from a valid set of measurement. 4.4.1 Assessment of Measurement Model We reported the assessment of measurement model based on the 2016-2017 dataset because it was the first round of data collection and the 2022-2023 data collection used the same questionnaire. The measurement model helped to assess the reliability and validity of the questionnaire items and the results indicated that the measurement model was satisfactory. Appendix 1 presents the reliability, convergent validity, discriminant validity and the multicollinearity issues of the measurement tool. 4.4.2 Assessment of Structural Model-Hypothesis Testing After the confirmation of the measurement reliability and validity, we herein validate the relationship among constructs through the testing of hypotheses. We analyzed the data using SmartPLS 3.0. For the 2016-2017 dataset, Satisfaction toward Teacher was significantly associated with Assurance (β=0.210***), Empathy (β=0.288***) and Reliability (β=0.255***), while Satisfaction toward Teacher positively influenced students’ Overall Course Satisfaction (β=0.662***). H1-H3 and H7 were supported. However, the relationship between Responsiveness and Satisfaction toward Teacher was not statistically significant, hence, H4 was not supported. The relationship between Tangible and Satisfaction toward Teacher was

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 128 also statistically insignificant, resulting in the rejection of H5. As expected, Tangible significantly influenced students’ Overall Course Satisfaction (β=0.235**) H6 was supported. The R2 values indicated that exogenous variables explained 45.4% of the variation in Satisfaction toward Teacher and 60.1% of the variation in Overall Course Satisfaction. For the 2022-2023 dataset, similar results were found except for one, i.e., the insignificance of Assurance on the Satisfaction toward Teacher (β=-0.083 n/s). As shown in the left column of Table 1, Satisfaction toward Teacher was statistically impacted by Empathy (β=0.448**) and Reliability (β=0.306*), while Responsibility and Tangible retained the same insignificant results as the 2016-2017 dataset. Tangible significantly influenced Overall Course Satisfaction (β=0.113#), but not Satisfaction toward Teachers. The high coefficient of Satisfaction toward Teacher on Overall Course Satisfaction (β=0.750***) further demonstrated the important role of teacher in influencing the Overall Course Satisfaction. In this cohort, 48.6% of the variation in Satisfaction to Teacher and 63.5% of the variation in Overall Course Satisfaction were explained by the exogenous variables. The results of both datasets are summarized in Table 1. Table 1. Results of hypothesis testing 2016-2017 Dataset 2022-2023 Dataset Path Coefficient β t-statistics Path Coefficient β t-statistics H1 AS -> ST 0.210*** 3.595 Supported -0.083 ns 0.463 Not supported H2 EM -> ST 0.288*** 4.684 Supported 0.448** 2.668 Supported H3 RL -> ST 0.255*** 3.968 Supported 0.306* 2.113 Supported H4 RE -> ST 0.024 ns 0.428 Not supported 0.049 ns 0.303 Not supported H5 TA -> ST -0.013 ns 0.288 Not supported 0.050 ns 0.751 Not supported H6 TA -> SC 0.235** 3.245 Supported 0.113# 1.894 Supported H7 ST -> SC 0.662*** 10.052 Supported 0.750*** 12.546 Supported Note: ***, **, *, and # denote 0.1%, 1%, 5%, and 10% levels of significance, respectively. AS: Assurance; EM:

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 129 Empathy; RL: Reliability; RS: Responsiveness; TA: Tangible; SC: Overall Satisfaction to the Course; ST: Satisfaction to Teacher. To further evaluate the mediating effect of Satisfaction toward Teacher on the Overall Course Satisfaction, we compared the direct effect and indirect effect of the paths (Zhao et al., 2010). Table 2 and 3 show the direct and indirect effects between the independent variables (IVs) and the dependent variable (DV) of the 2016-2017 and 2022-2023 datasets respectively. According to the approach proposed by Zhao and his colleagues in 2009, we found different mediating effects in the two datasets. Satisfaction toward Teacher partially mediated the relationship between Empathy/Reliability and Overall Course Satisfaction in the 2016-2017 dataset, 45 while the effects exhibited full mediation in the 2022-2023 dataset. 46 No mediating effect from Satisfaction toward Teacher was found in the relationship between Responsiveness/Tangible and Overall Course Satisfaction.47 In the 2016-2017 dataset, Satisfaction toward Teacher fully mediated the relationship between Assurance and Overall Course Satisfaction, 48 while in the 2022-2013 dataset, the mediating effect become insignificant. Table 2. Direct and indirect effects of the 2016-2017 dataset Path Path Coefficients β t-statistics p-values ST->SC 0.662*** 10.052 0.000 AS->SC 0.092 1.210 0.227 AS->ST 0.210*** 3.595 0.000 AS->ST->SC (Indirect Effect) 0.139*** 3.320 0.001 EM->SC 0.292** 3.272 0.001 EM->ST 0.288*** 4.684 0.000 EM->ST->SC 0.191*** 4.142 0.000 45 Partial mediating effects were evidenced by “both direct effects and indirect effects were significant”. 46 Full mediating effect was evidenced by “The relationships between Empathy/Reliability and Satisfaction toward Teacher; Satisfaction toward Teacher and Overall Course Satisfaction are significant while the direct effect of Empathy/Reliability on Overall Course Satisfaction are non-significant.” 47 No mediating effect was found because “The indirect effects were non-significant”. 48 Full mediating effect was evidenced by “The relationships between Assurance and Satisfaction toward Teacher; Satisfaction toward Teacher and Overall Course Satisfaction are significant while the direct effect of Assurance on Overall Course Satisfaction are non-significant”.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 130 (Indirect Effect) RE->SC -0.072 1.368 0.171 RE->ST 0.024 0.428 0.669 RE->ST->SC (Indirect Effect) 0.016 0.425 0.671 RL->SC 0.220** 2.890 0.004 RL->ST 0.255*** 3.968 0.000 RL->ST->SC (Indirect Effect) 0.169*** 3.693 0.000 TA->SC 0.203* 2.212 0.027 TA->ST -0.013 0.288 0.774 TA->ST->SC (Indirect Effect) -0.009 0.283 0.777 Note: ***, **, *, # denote 0.001, 0.01, 0.05 and 0.1 level of significance. AS: Assurance; EM: Empathy; RL: Reliability; RS: Responsiveness; TA: Tangible; SC: Overall Satisfaction to the Course; ST: Satisfaction to Teacher. Table 3. Direct and indirect effects of the 2022-2023 Path Path Coefficients β t-statistics p-values ST->SC 0.750*** 12.546 0.000 AS->SC -0.073 0.504 0.614 AS->ST -0.083 0.463 0.643 AS->ST->SC (Indirect Effect) -0.062 0.466 0.641 EM->SC -0.037 0.231 0.818 EM->ST 0.448** 2.668 0.008 EM->ST->SC (Indirect Effect) 0.336 2.634 0.008 RE->SC 0.083 0.572 0.567 RE->ST 0.049 0.303 0.762 RE->ST->SC (Indirect Effect) 0.037 0.305 0.760 RL->SC 0.024 0.149 0.873 RL->ST 0.306* 2.113 0.035 RL->ST->SC (Indirect Effect) 0.229 2.093 0.036 TA->SC 0.113# 1.894 0.058 TA->ST 0.050 0.751 0.452 TA->ST->SC (Indirect Effect) 0.038 0.773 0.440 Note: ***, **, *, # denote 0.001, 0.01, 0.05 and 0.1 level of significance. AS: Assurance; EM: Empathy; RL:

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 131 Reliability; RS: Responsiveness; TA: Tangible; SC: Overall Satisfaction to the Course; ST: Satisfaction to Teacher. 5. Discussion The goal of this study is to measure students’ satisfaction with the course through their perception of teaching quality from the lens of the five dimensions. Built on the well-known SERVQUAL measurement, our SERVQUAL-like teaching quality instrument items were revised from the teaching and learning perspective. The reliability and validity of the proposed instrument were ensured, and the results of this study provide notable insights to both academic and higher educational institutions. 5.1 Key Findings We first discuss the 2016-2017 findings, then followed by the 2022-2023 findings. 5.1.1 The Impact of Empathy and Reliability dimensions on Satisfaction with Teaching Quality Among all the dimensions of the 2016-2017 cohort, Empathy (β=0.288***) and Reliability (β=0.254***) are the most significant factors influencing students’ satisfaction with teaching quality. A teacher’s Reliability is defined as a teacher’s ability to deliver teaching materials and keep accurate records, while Empathy is measuring the teacher’s understanding of students’ needs. These two dimensions measure both the practical and emotional perspectives of a teacher’s teaching quality. Reliability is important to students because no matter how well the teaching materials are written or how knowledgeable the teachers are, if the teachers cannot deliver the materials in a logical and understandable way, the students will, almost for sure, not appreciate the value of attending classes. Furthermore, keeping accurate records helps ensure that the students are fairly treated. Reliability is thus important because mutual trust

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 132 can be built.49 As teachers’ possession of professional knowledge is critical to help equip students, students would feel more confident when they perceive that the knowledge they gain from their teachers is applicable and contributable to their future career. For most students, teachers’ understanding of their needs is important.50 Feeling that their teachers are walking alongside them down the academic road would probably, especially when they are in need of teachers’ help, make them feel more comfortable in studying; perceived Empathy is, therefore, important in providing emotional support for their studies. For the 2022-2023 cohort, the students had experienced one of the toughest times in their study, i.e., the COVID-19 pandemic. This group of students had to attend online classes for more than a year, having no physical interactions with their teachers and fellow classmates. The path coefficients of Empathy and Reliability in this cohort were higher than the values for the 2016-2017 cohort (Empathy: β=0.448** (2023) vs β =0.288*** (2017); Reliability: β =0.306* (2023) vs β =0.255** (2017)). The pandemic is therefore believed to be one of the major attributes causing Empathy and Reliability to become so important because these two dimensions have shown the needs of humanification in the interactions between students and teachers. 5.1.2 The Impact of Responsiveness dimension on Satisfaction with Teaching Quality The results of both datasets revealed that there was no statistically significant relationship between Responsiveness and Satisfaction with teaching quality. In our working definition, Responsiveness mainly refers to teachers’ responsiveness and willingness to answer students’ questions. The reasons attributed to the non-significance were partially due to the students’ unwillingness to ask questions, especially in classes. The data were collected in a university located in Macau and all respondents were Chinese. It is commonly 49 Lee, S.J., “The Relations Between the Student-teacher Trust Relationship and School Success in the Case of Korean Middle Schools,” Educational Studies 33.2(2007): 209-216; Wey, H.W., “Difficulties of Beginning Teachers,” The School Review 59.1(1951): 32-37. 50 Espinoza, O. & McGinn, N., “Graduates’ Satisfaction as a Measure of Quality: Evidence from Two Programs in Three Chilean Universities,” International Journal of Education Research 90(2018): 33-143.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 133 believed that many Asian students prefer to attend class quietly.51 Some of them even have a “leave me alone” desire and are resistant to any questions asked by their teachers. Such unwillingness to answering questions could explain the non-significant relationship between Responsiveness and students’ satisfaction with teaching quality. Another possible reason is that many students prefer to work independently to find answers on their own rather than just approaching their teachers for solutions. When students cannot seek out answers, fellow classmates will be their first targets to have discussions with before going to their teachers. All these attribute to the non-significance of this hypothesis. 5.1.3 The Impact of Tangible dimension on Satisfaction with Teaching Quality Among the five service quality dimensions, Tangible is the one which focuses on the physical and tangible aspect (as reflected by the term) in evaluating service quality. In our study, we focused on measuring the facilities provided by the universities to facilitate better learning experiences. Although we hypothesized a positive relationship between Tangible and Satisfaction with teaching, the results did not support our inference. One possible reason is Satisfaction with teaching is evaluated by the students through an affective perspective, while Tangible is considered as the “hardware” of the universities; therefore, it may have a trivial impact on students’ feelings toward their teachers’ teaching. 5.1.4 The Impact of Assurance dimension on Satisfaction with Teaching and Overall Course Satisfaction Both datasets reveal that there is no direct relationship between Assurance and Overall Course Satisfaction. For the 2016-2017 cohort, the relationship between Assurance and Overall Course Satisfaction was fully mediated by Satisfaction with teaching, while in the 2022-2023 cohort, there was neither a direct nor an indirect effect between these two 51 Tran, T.T.T., “Is the Learning Approach of Students from the Confucian Heritage Culture Problematic?” Education Research for Policy and Practice 12(2012): 57-65.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 134 constructs. We believe the pandemic would have an impact on the 2022-2023 cohort. As mentioned, the 2022-2023 group of students had experienced the toughest time in learning and had attended hundreds of hours of online classes, which may have developed their habits and practices of searching the Internet for information on their own. The role of teachers as the sole and primary knowledge sources may have been weakened. For the 2016-2017 cohort, students still adhered to environments where teachers were around them physically; thus, their reliance of knowledge acquisition from teachers might be much stronger than the 2022-2023 cohort. 5.2 Implications For most potential students, their intention to study at a university is heavily influenced by the perceived fame of the university. Word of mouth from alumni contributes considerably to such perceived fame. Prior studies (such as (55)) have indicated that students’ satisfaction toward their university is associated with their perceived quality of teaching.52 Our findings reveal that the impacts of Assurance, Reliability, and Empathy on Overall course satisfaction are mediated by the satisfaction toward teachers’ teaching quality; hence, the role of teachers in influencing the fame of a university can never be neglected. The responses from the survey instrument may not easily provide exact answers to our second research question, RQ2: “What roles do teachers play in influencing overall course satisfaction?”. However, with the aggregation of the responses and the mediating effect analysis, we can gather statistical evidences to support our claim that teachers are the important bridges between students and the course. Courses are somewhat “static”, and the dynamic delivery of course content to the recipients relies on a medium - teachers are key media. 52 Eom, S.B., Wen H.J. & Ashill, N., “The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation,” Decision Sciences Journal of Innovative Education 4.2(2006): 215-235; Espinoza, O. & McGinn, N., “Graduates’ Satisfaction as A Measure of Quality: Evidence from Two Programs in Three Chilean Universities,” 33-143.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 135 In contrast to our hypothesis, there was no impact of Tangible on satisfaction with teaching quality. Although we inferred that the physical classroom environment could influence teaching quality, our findings reveal that students would not measure teaching quality based on the external environment. What the students treasure is the teachers’ personal “soft-side” of teaching, and it is evidenced by the positive relationship of Empathy and Reliability on Satisfaction with teaching. However, when measuring students’ overall course satisfaction, the impact of physical environment still plays a significant role because high-quality computers, good classroom equipment and environment would provide a better atmosphere for students to learn effectively and efficiently. To our surprise, our findings reveal no statistic relationship between Responsiveness with either overall course satisfaction or teaching quality. The reasons for this finding can be many-fold. First, the non-significance of this hypothesis (H4) may be due to the crowding by other hypotheses. Second, unlike Empathy and Reliability, Responsiveness involves actions from students, i.e., they have to ask questions to get responses from their teachers. In Asia, many students are quite passive and dare not to ask questions, which could create the hypothesis non-significance. To address this, teachers should find ways to encourage more academic interactions with their students. The study contributions are twofold. Theoretically, we proposed a research model based on the belief that teaching is considered as one type of services. With the PZB service quality framework as the foundation, the five teaching service quality dimensions were hypothesized as predicting variables to predict satisfaction with teaching quality and overall course satisfaction. Satisfaction with teaching quality was conceptualized as the mediator to impact on overall course satisfaction. This provides another angle to evaluate a course based on teaching services provided by individual teachers. Practically, our results reveal several findings which would shed light on improving teaching quality. First, our findings demonstrate the importance of teachers as bridges to improve overall course satisfaction. The roles of good teachers should never be neglected even though many tertiary education institutions place their top priority as evaluating their academic staff members in terms of publication outputs. Even university rankings are

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 136 important indicators of the fame of the university, alumni’s word of mouth also plays an important role in formulating fame. It is quite often when we hear alumni accrediting their alma mater with “our teachers are excellent” instead of “our university is good at research”. Furthermore, our results show that teaching quality mediates the relationship between Assurance/Empathy/Reliability and overall course satisfaction. It evidences that through the effort of teachers, the impact of these factors can be exhibited. Second, Tangible quality positively impacts on overall course satisfaction. A better environment and good teaching/learning facilities can create better learning experiences, which will ultimately increase the overall course satisfaction. Thus, in addition to recruiting good faculties, it is essential to provide a comfortable and practical learning environment for students. The provision of appropriate and high-quality digital devices and learning aids may help in achieving this. Nevertheless, between teaching quality and tangible quality, our findings show that teaching quality weighs much more heavier than tangible quality on overall course satisfaction (β=0.662 vs. β=0.235 and β=0.750 vs. β=0.113 for the 2016-2017 and 2022-2023 cohorts, respectively). It further demonstrates the significant importance of good teachers. Consequently, a university should invest more in retaining good teachers than renovating the campus if resources are limited. The results show that Empathy and Reliability are weighed similarly. We can conclude that, in the surveyed university, the students considered these two dimensions as equally important. The non-significance of Responsiveness and the different levels of Assurance in the two cohorts impacted on satisfaction toward teaching quality, also providing an interesting implication for our future research. Finally, a suggestion based on the findings is given to the Early Career Faculty. Early Career Faculty members face many challenges as they may find it difficult to focus on all aspects of teaching. A “Pareto Solution” approach may be applied. As discussed in a 1951 paper,53 the difficulties new teachers face include “adapting to the needs, interest, and abilities of [students] and motivating [students’] interest and response” and “keeping 53 Wey, H.W., “Difficulties of Beginning Teachers,” 32-37.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 137 records and making reports” (57. p,34).54 Together with the evidence of our findings, we will suggest new faculties focus on “caring” (i.e., the Empathy quality) and on being “true to their words” (i.e., the Reliability quality). Being caring does not mean that new faculties have to be friends with students. Instead, they should understand students’ problems and needs and deal with them in an adult, professional,55 but also caring way. Reliability quality is important not only in primary and secondary schools,56 but also tertiary education. New career faculties should make sure that student records are accurate, and tests are correctly marked. Trust between new teachers and their students can then be developed. New teachers also have to stand firm in their well-designed assessment methods to demonstrate fairness to all of their students. However, focusing on Empathy and Reliability does not mean that other aspects can be given up (so not exactly a Pareto solution); Assurance and Responsiveness must be maintained at an acceptable level. All studies have their limitations. The data were collected from a single university in Macau, and all of the survey respondents were undergraduate students. The first limitation comes from the sample representativeness. It is therefore important for us to carry out further studies to ensure the generalizability of the study. Second, there are differences in attitude between undergraduate and postgraduate students. Studies comparing undergraduates and postgraduates can provide more information to academics to understand the needs and expectations of these two groups, thus fostering better student-centered learning experiences. Cultures may have an impact on students’ perception of the five quality dimensions, which may have influences on the relationship between the quality dimensions and satisfaction. Thus, surveys conducted in places with different cultures will further increase the generalizability of this study. 54 Wey, H.W., “Difficulties of Beginning Teachers,” 32-37. 55 Wey, H.W., “Difficulties of Beginning Teachers,” 32-37. 56 Lee, S.J., “The Relations between the Student-teacher Trust Relationship and School Success in the Case of Korean Middle Schools,” 209-216; Goodard, R.D., Tschannen-Moran, M. & Hoy, W.K., “A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools,” The Elementary School Journal 102.1(2001): 3-17.

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Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 145 Appendix 1 1. Assessment of Measurement Model We reported the assessment of measurement model based on the 2016-2017 dataset because it was the first round of data collection and the 2022-2023 data collection used the same questionnaire. The measurement model helped to assess the reliability and validity of the questionnaire items. Based on the indicator loadings of the original 23 items, we found that the loadings of three of the items were below the threshold of 0.7 (one from Reliability and two from Responsiveness). We then removed these three items for our data analysis because these items have low association with other items under the same construct. Tables A1 to A3 present the reliability and validity of the measurement tool. As shown in Table A1, factor loading scores of the constructs on the expected factors were all higher than the 0.7 threshold.57 The factor loading scores were also higher than other factors. We measured the instrument reliability with indicator outer loadings, composite reliability (CR), and Cronbach’s alpha. Table A2 shows that the values of Cronbach’s alpha and CR all exceeded 0.70,58 indicating that the internal consistency reliability of our measurement items was ensured. Convergent validity of the measurement items was tested with CR and Average Variance Extracted (AVE) values. Table A2 shows that the CR values of the exogenous variables ranged from 0.872 to 0.926, higher than the recommended 0.70 threshold, and all AVEs were higher than 0.50 (ranging from 0.631 to 0.758).59 The results suggest that the instrument demonstrated convergent validity. 57 Hulland, J., “Use of Partial Least Squares (PLS) in Strategic Management Research: A Review of Four Recent Studies,” Strategic Management Journal 20.2(1999): 195-204. 58 Hair, J., Hollingsworth, C. L., Randolph, A. B. & Chong, A. Y. L., “An Updated and Expanded Assessment of PLS-SEM in Information Systems Research,” Industrial Management & Data Systems 117.3(2017): 442-458; Nunnally, J.C. & Bernstein, I.H., “The Assessment of Reliability,” Psychometric Theory 3(1994): 248-292. 59 Hair, J., Hollingsworth, C. L., Randolph, A. B. & Chong, A. Y. L., “An Updated and Expanded Assessment of PLS-SEM in Information Systems Research,” Industrial Management & Data Systems 117.3(2017): 442-458; Fornell, C. A. & Larcker, D. F., “Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics,” Journal of Marketing Research 18.3(1981): 382-388.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 146 For discriminant validity, we can see from Table A3 that the AVE square root values were higher than the corresponding construct correlations. Variance Inflation Factor (VIF, the measure of multicollinearity in regression analysis) values of each construct fell below the cutoff point of 5, 60 demonstrating that there was no multicollinearity among the constructs. Table A1. Confirmatory factor analysis. 1 2 3 4 5 6 7 AS1 0.783 0.468 0.63 0.506 0.359 0.502 0.418 AS2 0.834 0.526 0.598 0.636 0.372 0.457 0.393 AS3 0.812 0.646 0.613 0.532 0.368 0.513 0.391 AS4 0.835 0.519 0.606 0.441 0.392 0.486 0.416 EM1 0.504 0.862 0.54 0.562 0.386 0.551 0.479 EM2 0.547 0.897 0.544 0.562 0.456 0.516 0.481 EM3 0.571 0.839 0.52 0.524 0.476 0.453 0.438 EM4 0.667 0.850 0.634 0.6 0.499 0.545 0.512 RL1 0.629 0.576 0.839 0.537 0.412 0.55 0.476 RL2 0.583 0.491 0.808 0.429 0.323 0.495 0.464 RL4 0.57 0.505 0.777 0.511 0.316 0.441 0.372 RL5 0.605 0.494 0.751 0.527 0.271 0.439 0.314 RS2 0.567 0.534 0.588 0.862 0.306 0.474 0.357 RS3 0.578 0.559 0.541 0.872 0.297 0.435 0.332 RS4 0.518 0.575 0.51 0.881 0.282 0.411 0.323 RS5 0.584 0.612 0.544 0.867 0.309 0.428 0.327 TA1 0.328 0.401 0.293 0.241 0.836 0.222 0.312 TA2 0.365 0.482 0.304 0.254 0.871 0.271 0.394 TA3 0.418 0.493 0.392 0.336 0.880 0.356 0.449 TA4 0.421 0.396 0.418 0.317 0.808 0.312 0.406 ST 0.602 0.602 0.609 0.503 0.349 1 0.745 SC 0.496 0.556 0.517 0.386 0.467 0.745 1 60 Ringle, C., da Silva, D. & Bido, D., “Structural Equation Modeling with the SmartPLS,” Brazilian Journal of Marketing 13.2(2014): 56-73.

Teaching or Service? A Proposed Model Developed for Student Evaluation of Teaching Quality from the Perspective of “Teaching as a Service” 147 Table A2. Composite reliability, AVEs, and Cronbach’s alpha. Construct Composite Reliability (CR) AVE Cronbach’s Alpha Assurance 0.889 0.666 0.833 Empathy 0.921 0.744 0.885 Reliability 0.872 0.631 0.805 Responsiveness 0.926 0.758 0.894 Tangible 0.912 0.721 0.872 Table A3. Descriptive Statistics, VIF, correlations, and square roots of AVEs. Mean SD VIF 1 2 3 4 5 6 7 1.AS 4.473 0.678 2.804 0.816 2.EM 4.043 0.889 2.475 0.663 0.862 3.RL 4.355 0.748 2.631 0.751 0.651 0.794 4.RS 4.335 0.804 2.118 0.646 0.654 0.629 0.870 5.TA 4.053 0.944 1.432 0.457 0.525 0.421 0.344 0.849 6.SC 4.149 0.853 1.139 0.496 0.556 0.517 0.386 0.467 1 7.ST 4.265 0.749 1.139 0.602 0.602 0.609 0.503 0.349 0.745 1 Notes: 1. AS: Assurance; EM: Empathy; RL: Reliability; RS: Responsiveness; TA: Tangible; SC: Overall Satisfaction to the Course; ST: Satisfaction to Teacher. Notes: 2. Bolded and italicized diagonal elements are the square roots of AVEs.

Rachael, Ip Kwai Fun; Sarah, Iong I Fan 148 Authors Information Rachael, Ip Kwai Fun, is an assistant professor at the School of Business of Macau University of Science and Technology. Her research interests are education, with particularly focusing on the uses of educational information technologies, strategic uses of information technologies and digital governments. Rachael holds a PhD in Information Systems from City University of Hong Kong and a graduate degree in Education from the University of Hong Kong. Her papers have been published in the Journal of Academic Librarianship, Decision Support Systems, International Journal of the Internet and Management; Electronic Journal of Information Systems in Developing Countries, Electronic Government, an International Journal and various conferences. E-mail: kfip@must.edu.mo Tel: (853) 88972051 Sarah, Iong I Fan, is a supervisor at the School of Graduate Studies of Macau University of Science and Technology. She holds an undergraduate degree in Tourism Management and a graduate degree in Management Studies from Macau University of Science and Technology. Her research interests are education and educational information technologies adoption E-mail: ifiong@must.edu.mo Tel: (853) 88972253

The Journal of Macau University of Science and Technology VOL.19 NO.2 June 2025, pp.149-173 DOI: 10.58664/mustjournal.2025.06.007 149 Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification* Cai, Yanling (Assistant Professor, University International College, Macau University of Science and Technology) Abstract: Previous studies about the Parent Reading Belief Inventory (PRBI) have shown discrepant results and have primarily focused on the western hemisphere. The present study aims to explore the fundamental factor structure of the PRBI and re-examine the reliability and validity in a large number of Chinese parents in southern China, expecting to show a multifaceted structure of parental reading belief from diverse socioeconomic status (SES). The significance of this study is underscored by its potential to provide a more culturally sensitive and contextually relevant measure of parental reading beliefs, which can contribute to a better understanding of literacy practices in the Chinese context. PRBI was first introduced by DeBaryshe and Binder (1994) to assess parents’ reading perception, attitude, value, and belief, which is a 42-item instrument composed of 7 subscales. Given the cultural disparities in parenting beliefs, linguistic subtleties, item relevance, and the imperative for contextual adaptation, the original PRBI may not be directly applicable to the Chinese context and requires adaptation. To address this, the study recruited 1,656 parents to complete the PRBI inventory and Home Literacy Environment Questionnaire. The lack of validation for the core factor structure of the Western-focused PRBI warrants careful reconsideration and should be interpreted with caution as researchers in these studies failed to affirm the PRBI’s reliability or validity for their specific cultural group. Therefore, the current study’s revisions aim to address these issues, allowing for a more accurate assessment of parental reading beliefs among Chinese parents. Findings show that the original PRBI exhibited poor fit parameters using confirmatory factor analysis and thus * Submission Date: 05 March 2024; Acceptance Date:12 May 2025. 本文為澳門科技大學研究基金項目「粵港澳大灣區不同社會經濟地位家庭的語言規劃」（FRG-24-080-UIC）之部分成果。

Cai, Yanling 150 was revised to an inventory with 33 items. This revision fills a needed gap to assess parents’ reading belief in the Chinese context as an instrumental measure to examine parental involvement, early literacy practices, and perceptions on preschooler’s shared-book reading experience and early language development. Keywords: Preschooler, Parent Reading Belief, Scale Reliability, Socioeconomic Status (SES), Home Literacy Environments (HLEs)

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 151 父母閱讀信念量表（PRBI）的因素結構驗證分析： 以中國父母為研究樣本的量表修訂 蔡燕玲 （澳門科技大學國際學院助理教授） 摘要：以往關於父母閱讀信念量表（PRBI）的研究主要集中在西方國家，並且呈現出不同的結果。本研究旨在檢驗 PRBI 量表不同維度的因素結構分析，同時通過大樣本的採集檢驗中國華南地區父母閱讀量表的信度與效度，以期揭示不同社經地位（SES）下父母閱讀信念的多維度結構分析結果。PRBI 由 DeBaryshe 和 Binder 在1994年首次提出，用於評估家長的閱讀感知、態度、價值觀和信仰，該工具共有四十二個項目，由七個分量表組成。本研究共招募 1656位父母完成 PRBI量表和家庭讀寫環境問卷。以西方父母為研究對象的父母閱讀信念量表（PRBI）缺乏對該量表的核心結構因素的驗證，應謹慎解讀其量表的合理性。再者，由於育兒觀念、語言細微差別、問卷項目相關性以及語境等方面的文化差異，以西方為中心的 PRBI 未必適用於中國語境，需進行修改。本研究的修訂旨在解決這些問題，以便更準確地評估中國父母的閱讀信念，並有助於更好地理解這種文化背景下的讀寫萌發。研究結果表明，原始 PRBI 在驗證性因數分析中表現出擬合度較差參數，因此根據研究結果將其修訂為包含三十三個項目的量表。同時，本研究及時填補中國文化背景和語境下研究工具量表的空白。該結合中國現實修訂的量表，即中國父母閱讀信念量表的研究工具，可作為檢視父母參與、早期識字實踐以及對學齡前兒童共用書籍閱讀體驗和早期語言發展看法的工具。最後，本文討論該研究存在局限性和影響。 關鍵詞：學齡前兒童、父母閱讀信念、量表信度、社經地位(SES)、家庭讀寫環境(HLE)

Cai, Yanling 152 1. Introduction Parent literacy beliefs are defined by Sigel and McGillicuddy-De Lisi as identifiable behaviors of parents that are most directly manifested in childrearing and parenting practices, such as parent-child interactions and support for home literacy environment, which are greatly influenced by parents’ historical and cultural norms.1 According to the Home Literacy Model, which was first proposed by Sénéchal & LeFevre,2 a home literacy environment includes formal and informal literacy experiences. In particular, formal literacy experiences refer to those activities that are related to emergent literacy and the focus is on the print itself, aiming to facilitate children’s acquisition of print concepts, while informal literacy experiences are those involving parent-child book reading or storybook exposure with the print in the books but not the focal point of interaction between parents and children. Chen et al. extended the Home Literacy Model to their research in Guangzhou, a metropolitan city in the southern part of China, where few studies have been done and produced consistent research findings.3 To be more specific, they argue that formal literacy experiences, such as knowledge about alphabet, word reading and word spelling facilitate children’s acquisition of print-specific skills. In addition, such informal literacy experiences have a positive correlation with children’s knowledge of vocabulary. The significance of parental reading belief to the extent of enriched home literacy environment and to preschoolers’ literacy development has been well documented in a myriad of research. For instance, DeBarshe claimed that the social demographic characteristics of the home, namely, parental socioeconomic status and parents’ literacy habits are highly associated with parental reading belief.4 That is to say, when parents 1 Sigel, I. E., & McGillicuddy-De Lisi, A. V., “Parent Beliefs are Cognitions: The Dynamic Belief Systems Model,” in M. H. Bornstein (Ed.), Handbook of Parenting: Vol.3. Being and Becoming A Parent (2nd ed.) Mahwah, NJ: Erlbaum, (2002): 485-508. 2 Sénéchal, M., & LeFevre, J. A., “Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading,” Child Development 85.4(2014): 1552-1568. 3 Chen, X., Zhou, H., Zhao, J., & Davey, G. “Home Literacy Experiences and Literacy Acquisition Among Children in Guangzhou, South China,” Psychological Reports 107(2010): 354-366. 4 DeBaryshe, D.B. “Maternal Belief Systems: Linchpin in the Home Reading Process’,” Journal of Applied

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 153 possess higher reading abilities and literacy habits, alongside better parental socioeconomic status, the more enriched the home literacy environment their children would be exposed to and the more supportive and facilitative these parents would be. The essential role of the HLE, in preschoolers’ emerging literacy and language skills is highlighted in the study of DeBarshe et al., which argues that children in the early years of language development may learn to actively engage in family literacy activities and thus gradually learn to explore and play with literacy materials, in particular, children learn to involve in parent-child book reading activities with highly supportive parents.5 Findings from the study conducted by Weigel et al. indicated that parental reading beliefs are highly predictive of parental literacy habits, parent-child literacy and language activities at home, all of which are positively correlated with children’s print knowledge and reading interest.6 Likewise, Yeo et al. explored the association between the parents’ reading beliefs, home literacy practices and HLE in a sample of 193 preschoolers aged six in Singapore and found that active parental involvement is the strongest predictor of HLE, among which parent-child engagement in reading and writing predicts both children’s emerging reading skills and interest.7 This research also points out that in terms of parents’ reading belief, parents’ efficacy in facilitating children’s development in literacy in early years is the strongest variable in predicting children’s reading proficiency while parents affect and verbal participation positively predict children’s reading interest. The vast substantial parents’ reading belief results in significantly different HLEs, thus impacting preschoolers’ malleability of early language development. 8 Developmental Psychology 16.1(1995): 1-20. 5 DeBaryshe, B. D., Binder, J. C., & Buell, M. J., “Mothers’ Implicit Theories of Early Literacy Instruction: Implications for Children’s Reading and Writing,” Early Child Development and Care 160(2000): 119-131. 6 Weigel, D. J., Martin, S. S., & Bennett, K. K., “Contributions of the Home Literacy Environment to Preschool-aged Children’s Emerging Literacy and Language Skills.” Early Child Development and Care 176.3-4 (2006): 357-378. 7 Yeo, L. S., Winston, W. O., & Charis, M. N., “The Home Literacy Environment and Preschool Children’s Reading Skills and Interest,” Early Education & Development 5.6(2014): 791-814. 8 Curenton, S. M., & Justice, L. M., “Children’s Preliteracy Skills: Influence of Mothers’ Education and Beliefs about Shared-reading Interactions,” Early Education & Development 19(2008): 261-283.

Cai, Yanling 154 DeBaryshe & Binder first assessed the psychometric properties of the instrument named PRBI in 155 mothers of low Socioeconomic Status families from African America and Euro-America, more specifically, African American accounts for 63% while single-parent families constitute 77%.9 According to the research, this inventory represents a unitary instead of a multifactor structure because parents perceive all aspects of early reading practices as highly related. Rodriguez et al. echo this research result, adding more support for the inventory as a tool of reading belief. Five of the seven subscales are well established, leaving only Reading Instruction and Environmental Input with poor coefficient alphas and component loadings.10 Also, both Radišić & Ševa and Dhima claim this adaptive inventory is an adaptable and satisfyingly reliable instrument with good metric measures to assess Serbian and Albania parents’ reading beliefs respectively.11 Wu & Honig first translated the PRBI into Putonghua, namely Mandarin, with 888 well-educated middle SES Taiwanese mothers, which remains the first attempt at the application of the PRBI in the Chinese context and this research found that maternal reading beliefs have a close correlation with family income, maternal educational attainment and early family literacy practices.12 Nevertheless, it is important to note that Wu and Honig did not undertake a confirmatory factor analysis (CFA) to validate the proposed core factor structure of the original PRBI. Thus, this cross-cultural attempt still needs more examination and could not be generalized to the Chinese context because of this methodological caveat. 9 DeBaryshe, B. D., & Binder, J. C., “Development of an Instrument for Measuring Parental Beliefs About Reading Aloud to Young Children,” Perceptual and Motor Skills 78(1994): 1303-1311. 10 Rodriguez, B. L., Hammer, S. C., & Lawrence, F. R., “Parent Reading Belief Inventory: Reliability and Validity With a Sample of Mexican American Mothers,” Early Educational Development 50(2009): 826-844. 11 Radišić, J., & Ševa, N., “Exploring the Factor Structure of the Parent Reading Belief Inventory (PRBI): Example of Serbia,” PSIHOLOGIJA, 46(2013): 315-330; Dhima, S. Parent Reading Belief Constructing Home Literacy Environment. The 2 nd International Conference on Research and Educatıon - “Challenges Toward the Future” (ICRAE2014), 30-31 May 2014, Shkodra, Albania: University of Shkodra “Luigj Gurakuqi”.Retrieved from http://konferenca.unishk.edu.al/icrae2014/cd/pdfdoc/688.pdf. 12 Wu, C. C., & Honig, A. S., “Taiwanese Mothers’ Beliefs about Reading Aloud with Preschoolers: Findings from the Parent Reading Belief Inventory,” Early Child Development and Care 180(2010): 647-669.

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 155 On the contrary, Gonzales et al. discovered the PRBI’s inadequate model fit, with only two subscales (Reading Instruction and Resources) showcasing good fit parameters.13 In particular, they also argue that PRBI fails to explore parents of diverse socioeconomic status, cultural and linguistic backgrounds in different families. However, it should be noted that Gonzales et al. sample only includes 136 parents with a diverse ethnic background (48.9% Hispanic American, 31.6% African American, 15% White, 3% Asian, 1.5% other) who are mainly from low SES families. Considering the small sample size of participants, the validity of its research result remains rather weak and warrants continued investigation. It is important to note that parental reading beliefs and early literacy practices among families from diverse socioeconomic status (SES) backgrounds are under-researched within the Chinese context. The lack of a reliable instrument to assess this domain led to scarce studies on this subject. With the prior studies which are either predominantly Caucasian or low SES samples from the Western hemisphere, it is far from enough to draw definitive conclusions and claim that PRBI serves as a good instrument to measure Chinese parent’s reading perceptions and attitudes since it remains unknown that whether the PRBI could appropriately match the Chinese parents’ reading belief. To the author’s knowledge, no authors have made any attempts so far to explore the PRBI in the Chinese mainland. Hence, considering the inconsistencies and discrepant results in all the studies mentioned above, it is unclear whether the original PRBI varies cross-culturally or by various SES. Therefore, this current study is a continued replication of PRBI underlying factor structure with a much bigger sample of participants with various Social Economic Status (SES) in the Chinese context, aiming to examine the reliability and validity of the inventory and hopefully provide a valid instrument for Chinese practitioners and researchers to explore the relationship between the parents reading belief and emergent literacy. To be more specific, the purpose of this study is to (a) examine the factor structure of the entire PRBI to validate the reading inventory, (b) explore the correlation factors among the 13 Gonzalez, J. E., Taylor, A. B., Davis, M. J., & Kim, M., “Exploring the Underlying Factor Structure of the Parent Reading Belief Inventory (PRBI): Some Caveats,” Early Education and Development 24(2013): 123-137.

Cai, Yanling 156 inventory’s seven subscales, (c) evaluate the validity in Chinese parents and examine the modification of the PRBI inventory. 2. Methodology 2.1 Ethical Considerations in Research with Parents and Preschoolers When conducting research that involves parents and preschoolers, especially on sensitive topics such as socioeconomic status (SES), it is crucial to address ethical considerations thoroughly. Obtaining informed consent from all participants was a primary step, ensuring that parents were fully aware of the study's objectives, the extent of their participation, and their right to withdraw at any time without repercussions. This process safeguarded their autonomy and trust in the research process. Furthermore, the researcher placed a high priority on maintaining the confidentiality and anonymity of the participants’ data. This approach was essential for protecting the privacy of the families involved, which in turn, upheld the integrity and credibility of the research findings. 2.2 Participants The purpose of the research is to explore the reading beliefs of parents whose children are aged 3-6 (M=55months; SD=11months). The author contacted the administrators of 8 kindergartens and clearly explained the research purpose while at the same time assuring the participants’ anonymity, as well as guaranteeing the confidentiality of their data before the data collection process. The PRBI questionnaires were distributed online because of COVID-19. The participants in the present study are 1656 parents from various cities in the southern part of China and their children are enrolled in either public or private kindergartens. Data were collected from March 2021 to July 2021 simultaneously in 8 kindergartens. Socioeconomic status (SES) is a multifaceted construct that encompasses a combination of factors such as family income, parents’ education, and occupation. 15 In this

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 157 study, SES is defined based on a combination of parents’ income and educational attainment. Sénéchal also argued that SES may moderate the home literacy environment.16 Table 1 provides an overview of the family income distribution, which is a critical component of SES. As shown, a significant portion of the families have a per capita income below 5000 Yuan (30.5%), between 5000 to 10,000 Yuan (33.7%), and above 10,000 Yuan (35.8%). This distribution provides a clear picture of the economic diversity within the sample. Table 1. Pre-schoolers Basic Information Variables Categories Number and Percentage Gender Male 890（53.7%） Female 766（46.3%） Class K1 484（29.2%） K2 688（41.6%） K3 484（29.2%） One-child Family Yes 448（27.1%） No 1,208（72.9%） Family Income (per capita) Below 3000 Yuan 121（7.3%） 3000-5000 Yuan 384（23.2%） 5000-10,000 Yuan 558（33.7%） 10,000-20,000 Yuan 385（23.2%） 20,000 Yuan 208（12.6%） Table 2. Parents’ Educational Attainment Educational Attainment Fathers Mothers Middle School Diploma or Below 332（20.0%） 347（21.0%） High School or Vocational Diploma 423（25.6%） 408（24.6%） College Degree 353（21.3%） 390（23.6%） Bachelor’s Degree 485（29.3%） 471（28.4%） Master or PhD Degree 63（3.8%） 40（2.4%）

Cai, Yanling 158 The educational attainment of parents, as detailed in Table 2, is another key aspect of SES in this study. It is categorized into five distinct levels, reflecting a range of educational backgrounds. Notably, 54.4% of both fathers and mothers have achieved a college degree or higher, indicating a well-educated population of parents in the study. The demographic shift towards families with multiple children is also noteworthy. The majority of the preschoolers in this study come from families with siblings (N=1208, 72.9%), a trend that aligns with China’s policy changes, which ended the one-child policy in 2016 in favor of a two-child policy and later introduced a three-child policy in May 2021. This context is important for understanding the family structures within which the preschoolers are being raised. 2.3 Measures DeBaryshe and Binder (1994) first proposed the PRBI to assess parents’ reading perception, attitude, value and belief, which is a 42-item instrument and is composed of 7 subscales.14 Examples of the PRBI item are shown below in Table 3: Table 3. Examples of Parent Reading Belief Inventory Item Scale Examples of Item Content Teaching efficacy Children do better in school when their parents also teach them things at home. Positive Affect When we read, I try to sound excited, so my child stays interested. Verbal Participation When we read, we talk about the pictures as much as we read the story. Reading Instruction When we read, I have my child point out different letters or numbers that are printed in the book. Knowledge Base Reading helps children learn about things they never see in real life, like Eskimos and polar bears. Resources I don’t read to my child because there is no room and no quite place in the place. Environmental Input Children inherit their language ability from their parents, it is in their genes. 14 DeBaryshe, B. D., & Binder, J. C., “Development of an Instrument for Measuring Parental Beliefs About Reading Aloud to Young Children,” Perceptual and Motor Skills 78 (1994): 1303-1311.

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 159 The entire PRBI is based on a 5-point scale in Likert format (1=strongly disagree, 2=disagree, 3=not certain, 4=agree, 5=strongly agree). This research did not adopt the Taiwanese Mandarin Chinese version directly as there are linguistic differences between the Taiwan region and the Chinese mainland. To facilitate participants’ comprehension of all the items in the PRBI inventory, it is translated from English to Chinese and then back to English by two PhD candidates who majored in Conference Interpreting Chinese and English Bi-direction. This is to guarantee the accurate translation and ensure the appropriate language usage of Chinese mainland cultural contexts. Also, a pilot study was carried out to examine whether the translated version of the questionnaire is also culturally appropriate for parents in the Chinese mainland and to guarantee that they can also understand the items. 2.4 Data Analysis All models of confirmatory factor analysis were estimated using Mplus 8.3. SPSS 23.0 was used to calculate Cronbach’s alpha coefficients. Model Specification. As Figure 1 showcased, to begin with, 42 items were considered as a single factor to examine the factor structure of the entire PRBI to validate the reading inventory. Secondly, in order to investigate the correlation factors among them, the seven subscales were individually treated as separate factors. Thirdly, a second-order factor was loaded as a single general factor with the seven subscales being treated as the first-order factor as an indicator. A series of model fit information was used to assess the fit of the confirmatory factors model, namely, chi-square likelihood ratio test, chi-square test of model fit and the degrees of freedom ratio (CMIN/df) proposed by Kline,15 Bentler’s Comparative Fit Index (CFI) as suggested by Miles and Shevlin, and Root Mean Square 15 Barrett, P., “Structural Equation Modeling: Adjudging Model Fit,” Personality and Individual differences 42(2007): 815-824; Kline, R. B., Principles and Practice of Structural Equation Modeling, (New York: The Guilford Press, 2005).

Cai, Yanling 160 Error of Approximation (RMSEA) as recommended by Barrett.16 The cut-off values for the fit indices show that a CFI value above 0.90 is considered to demonstrate acceptable fit parameters and RMSEA below 0.08, P-value below 0.05.17 Figure1. Confirmatory Factor Analysis Model with Standardized Factor Loadings with Each Loading is significant at p<0.001 2.5 Results The PRBI subscales’ original alpha reliability coefficients of the developers and the internal consistency estimation of the PRBI of other researchers are all given in Table 4, 16 Miles, J., & Shevlin, M., “A Time and Place for Incremental Fit Indices,” Personality and Individual Difference 42(2007): 869-874. Barrett, P., “Structural Equation Modeling: Adjudging Model Fit,” Personality and Individual differences 42(2007): 815-824. 17 Hu, L., & Bentler, P. M., “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives,” Structural Equation Modeling 6(1999): 1-55.

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 161 among which alpha coefficients were also calculated for each of the subscales. As shown in the Table, the internal consistency estimates in the prior studies were not in line with each other and demonstrated substantial variance in different cultural contexts. Table 4. Comparison of Internal Consistency Estimates For Each Subscale of the PRBI in Different Studies Subscales Number of Items DeBaryshe & Binder (1994) Rodriguez et al. (2009) Radišić &Ševa (2013) Martelo (2013) Gonzales et al. (2013) Dhima (2015) Present Study (2021) Teaching Efficacy 9 0.73 0.79 0.58 0.69 0.68 0.62 0.71 Positive Affect 11 0.85 0.79 0.77 0.75 0.77 0.80 0.74 Verbal Participation 8 0.83 0.88 0.76 0.88 0.83 0.76 0.90 Reading Instruction 4 0.63 0.65 0.65 -0.97 0.73 -0.16 0.87 Knowledge Base 5 0.82 0.77 0.65 0.79 0.80 0.62 0.93 Resources 4 0.79 0.86 0.59 0.86 0.80 0.73 0.85 Environmental Input 2 0.50 0.39 0.50 0.01 0.72 0.43 0.68 Table 5. Basic Information of PRBI Participants in Various Studies Participants DeBaryshe &Binder(1994) Curenton, & Justice (2008) Rodriguez et al. (2009) Wu & Honig (2010) Radišić & Ševa (2013) Martelo (2013) Gonzales et al. (2013) Dhima (2015) Present Study (2021) Numbers 155 45 274 888 227 150 136 265 1656 Background Mexican American Mothers European Americans in Appalachian Mountains Mexican American Mothers Taiwan-ese mothers Serbian Parents Hispanic Parents in Florida Diverse Ethnicity Parents in Texas, USA Albania Parents in Albania Chinese Parents in Southern China

Cai, Yanling 162 SES Low Low Low Middle Not Stated Not Stated Low Not Stated Low Middle High As Table 5 shows, prior studies are either predominantly Caucasian or of low SES samples from the Western hemisphere, which raises concerns about the generalizability of the PRBI across different cultural contexts. Also, most studies are of a small sample size, apart from Wu & Honig,18 which recruited 888 participants, and remained a relatively larger sample. It is noted that the validity of the PRBI warrants careful reconsideration as the overall representation remains limited. Therefore, it is crucial to acknowledge that the applicability of the PRBI to the demographic has not yet been established because of the small sample size of the previous studies. The Western-focused PRBI may not be suitable for the Chinese context without modification due to cultural differences in parenting beliefs, language nuances, and item relevance. It is far from enough to draw definitive conclusions and claim that PRBI serves as a trustworthy instrument to measure Chinese parent’s reading perceptions and attitudes since the previous research did not validate the suggested core factor structure of the PRBI, leaving the study remains unknown whether the PRBI could well match the Chinese parents’ reading belief. The lack of validation for the core factor structure of the PRBI in the context of Western countries and Taiwan suggests that the instrument may not effectively capture the unique beliefs and attitudes held by these populations. Consequently, while these researches may offer valuable insights into reading perceptions among parents of diverse cultural backgrounds, they should be interpreted with caution, as authors in these studies failed to affirm the PRBI’s reliability or validity for their specific cultural group. Therefore, it underscores the necessity for ongoing research, which includes 1,656 participants, it not only expands the sample size and diverse SES sample but also rigorously tests the PRBI’s applicability in varied sociocultural contexts. Figure 1 presents the standardized factor loadings for the original PRBI inventory’s 18 Wu, C. C., & Honig, A. S., “Taiwanese Mothers’ Beliefs about Reading Aloud with Preschoolers: Findings from the Parent Reading Belief Inventory,” Early Child Development and Care 180(2010): 647-669.

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 163 overall second-factor model, which comprises seven subscales as first-order factors. As detailed in Table 6, this model has the poorest fit among the various models considered. The analytical results are as follows: χ²(819) = 15822.185, p < 0.001, CFI = 0.621, RMSEA = 0.105. These data indicate that both the CFI and RMSEA values suggest a very poor fit. Table 6 provides the fit statistics for the confirmatory factor analysis models for each subscale, as well as for the three overarching models: single factor, correlated factor, and second-order factor models. As can be seen in Table 6, there is substantial variation in the degree of poor fit among the models. The subscales of Reading Instruction, Knowledge Base, and Resources show favorable CFI values. However, the RMSEA values indicate a poorer fit for all three subscales. The Verbal Participation subscale is close to having adequate fit parameters, yet the RMSEA still indicates a worse fit. Table 6. Confirmatory Factor Analysis Models’ Fit Statistics of the PRBI with 42 Items Model χ2(df) p CMIN/df CFI RMSEA Individual Subscale Models Teaching Efficacy 1536.770 (27) <0.001 56.91 0.572 0.184 Positive Affect 1676.675 (44) <0.001 38.10 0.768 0.150 Verbal Participation 847.127 (20) <0.001 42.35 0.891 0.158 Reading Instruction 53.442 (2) <0.001 26.72 0.960 0.125 Knowledge Base 88.756 (5) <0.001 17.75 0.987 0.101 Resources 100.247 (2) <0.001 50.12 0.969 0.172 Overall models Single Factor 15822.185 (819) <0.001 19.31 0.621 0.105 Correlated Factors 9157.958 (797) <0.001 11.49 0.792 0.079 Second-order Factor 9928.379 (811) <0.001 12.24 0.769 0.082 Table 7 Model Estimates for the Correlated Model of The Original Inventory Teaching Efficacy Positive Affect Verbal Participation Reading Instruction Knowledge Base Resources Environmental Input

Cai, Yanling 164 Item SRW Item SRW Item SRW Item SRW Item SRW Item SRW Item SRW 1 .566 10 .364 20 .751 28 .759 32 .725 37 .625 41 .729 2 .201 11 .653 21 .843 29 .716 33 .898 38 .820 42 .721 3 .778 12 .633 22 .857 30 -.388 34 .909 39 .864 4 .206 13 .821 23 .712 31 -.568 35 .850 40 .795 5 .527 14 .451 24 .807 36 .852 6 .433 15 .801 25 .516 7 .702 16 .355 26 .672 8 .432 17 .621 27 .716 9 .654 18 .424 19 .626 20 .584 *SRW stands for Standard Regression Weights In Table 7, the standardized factor loadings for the comprehensive correlated factor model of the PRBI are displayed, indicating the loadings for each individual subscale. It is noted that the Standard Regression Weights (SRW) of 9 subscales are below 0.500, namely, items 2, 4, 6, 8 in Subscale Teaching Efficacy, items 10, 14, 16, 18 in Subscale Positive Affect, item 30 in Subscale Reading Instruction. As shown in Table 7, this correlated model has a poor fit within the data, x2 (797) =9157.958, p<0.001, CFI=0.792, RMSEA=0.079. As can be seen in Table 6, the PRBI’s second-order factor model, among which each subscale is loaded as first-order factors, the statistics indicate a slightly better fit when compared with the correlated model fit statistics, yet unsatisfactory parameters. Specifically, the reading belief of parents is regarded as a single general factor while 7 subscales are measured separately. The fit statistics of a second-order model are as follows: x2 (811) =9928.379, p<0.001, CFI=0.769, RMSEA=0.082. Both the correlated factors model and the second-order factor model exhibit comparable fit parameters, which are not yet close to a good fit model. Furthermore, the overall model has the poorest fit in the single factor model while all 42 items are loaded as a single general factor. the single-factor model, where 42 items are treated as a single general factor, demonstrates the lowest level of fit in

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 165 the overall model. Therefore, due to the unsatisfactory fit statistics observed in the confirmatory factor analysis models of the original PRBI containing 42 items, there is a need to make improvements to incorporate the PRBI into the Chinese cross-cultural context. Items 2, 4, 6, and 8 in Subscale Teaching Efficacy, items 10, 14, 16, 18 in Subscale Positive Affect, and item 30 in Subscale Reading Instruction are all deleted because these items’ Standard Regression Weights (SRW) are below 0.500. Also, it is worth noting that Cronbach’s alpha coefficient of the revised PRBI is 0.92, which is much better than the original inventory of 42 items, which is 0.85. Furthermore, the internal consistency of each subscale in the revised PRBI with 33 items also exhibits a better alpha coefficient than the original inventory with 44 items as shown in Table 8. Table 8. Reliability Statistics Number of Items Cronbach’s Alpha Coefficients 42 0.85 33 0.92 Table 9. Cronbach’s Alpha of the Two Inventory Subscales 42 items 33 items N of Items Cronbach’s Alpha N of Items Cronbach’s Alpha Teaching efficacy 9 0.71 5 0.75 Positive Affect 11 0.74 7 0.87 Verbal Participation 8 0.90 7 0.92 Reading Instruction 4 0.87 3 0.61 Knowledge Base 5 0.93 5 0.95 Resources 4 0.85 4 0.86 Environmental Input 2 0.68 2 0.69 The comparison of Cronbach’s Alpha values between the two inventories in Table 9, consisting of 42 items and 33 items, demonstrates a significant enhancement in the

Cai, Yanling 166 reliability of the revised 33-item inventory. Several subscales exhibit improved or comparable alpha coefficients, indicating greater internal consistency. For instance, the Teaching Efficacy subscale increases from 0.71 to 0.75, while the Positive Affect subscale rises from 0.74 to 0.87, suggesting that the revisions have effectively strengthened these constructs. Additionally, the Verbal Participation subscale maintains high reliability with an alpha of 0.92 in the shortened inventory, consistent with its previous value of 0.90. The Knowledge Base subscale achieves an impressive alpha of 0.95, improving from 0.93. Although the Reading Instruction subscale shows a slight decrease from 0.87 to 0.61, it is important to consider the overall improvements in other areas, which contribute to a more streamlined and effective assessment tool. The enhancements in the Positive Affect and Knowledge Base subscales, in particular, underscore the revised inventory’s capacity to facilitate more accurate evaluations of educational constructs, thereby affirming its superiority over the original 42-item version. As shown in Table 10, the correlated factors model of the revised PRBI with 33 items model has a very good fit within the data, x2 (471) =2772.089, p<0.001, CFI=0.930, RMSEA=0.054. In particular, in the revised PRBI’s second-order factor model, among which each subscale is loaded as first-order factors, the statistics also indicate a very good fit, namely, x2 (485) =3573.962, p<0.001, CFI=0.906, RMSEA=0.062. Both correlated models and second-order model most fit the theoretical framework of the entire PRBI. When the overall parental reading belief is considered as a singular factor, specific beliefs are assessed using individual subscales, CFI has good fit parameters while RMSEA also has a close fit. The fit statistics are: x2 (492) =8750.072, p<0.001, CFI=0.748, RMSEA=0.101. As is shown, correlated factors model showcase the best fit parameters while second-order factor also show good fit indices. Table 10. Fit Statistics for Confirmatory Factor Analysis Models of the PRBI with 33 Items Model χ2(df) p CMIN/df CFI RMSEA Individual Subscale Models

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 167 Teaching Efficacy 122.413 (5) <0.001 24.48 0.933 0.119 Positive Affect 250.412 (13) <0.001 19.26 0.952 0.105 Verbal Participation 257.203 (12) <0.001 21.43 0.963 0.111 Reading Instruction - - - - Knowledge Base 88.756 (5) <0.001 17.75 0.987 0.101 Resources 100.247 (2) <0.001 50.12 0.969 0.172 Overall models Single factor 8750.072 (492) <0.001 17.78 0.748 0.101 Correlated factors 2772.089 (471) <0.001 5.88 0.930 0.054 Second-order factor 3573.962 (485) <0.001 7.36 0.906 0.062 *After removing question 1, only three questions remain, resulting in model saturation; therefore, there are no fit indices available. Table 11. Correlated Model’s Model Estimates Teaching Efficacy Positive Affect Verbal Participation Reading Instruction Knowledge Base Resources Environmental Input Item SRW Item SRW Item SRW Item SRW Item SRW Item SRW Item SRW 1 .595 11 .630 21 .798 28 .786 32 .726 37 .618 41 .726 3 .527 12 .630 22 .813 29 .703 33 .897 38 .823 42 .715 5 .571 13 .782 23 .710 31 -.588 34 .909 39 .867 7 .690 15 .760 24 .803 35 .850 40 .793 9 .670 17 .655 25 .528 36 .852 19 .669 26 .688 20 .715 27 .740 20 .780 3. Discussion This present study explores the factor structure and examines the reliability and validity of the original PRBI on a large sample of Chinese parents in southern China. It is noted that internal consistency for all seven subscales was established (as shown in Table

Cai, Yanling 168 4), however, when using confirmatory factor analysis, this study found overall models fit poorly for the PRBI in terms of single factor model, correlated and second-order factor models. In particular, standardized factor loadings of the model of confirmatory factor analysis for the original PRBI inventory with 42 items in this present study echoes the result of Gonzales et al. and Radišić & Ševa,19 which also reported a poor fit of the model, namely, x2(812) =1,480, p<0.001, CFI=0.638, SRMR=O.100 and x2(819) =2088.506, p<0.000, CFI=0.467, RMSEA=0.083, respectively. Though this study found poor fit parameters of the original PRBI inventory, due to the comparatively larger sample of participants (N=1656), the single factor, correlated factors and second-factor models all yield much better fit indices when compared with the results of Gonzales et al. (N=136) and Radišić & Ševa (N=227). Furthermore, the SRW of each item yielded much better results in this study when compared with the research of Radišić & Ševa . Moreover, this current study also found Cronbach’s alpha coefficients of certain subscales are not in line with those of prior research. Subscale Reading Instruction, Knowledge Base and Resources of this study fulfill good fit indices while in the research of Rodriguez et al. (2009) Verbal Participation and Resources showcase good coefficient alphas and component loadings, and in the study of Gonzales et al. Subscales both the Reading Instruction and Resources reached good internal consistency estimates, whereas in Radišić & Ševa‘s research Subscales’ Positive Affect and Knowledge Base were only close to adequate fit parameters. Based on the unsatisfying CFA analysis of the original PRBI inventory with 42 items, this study further revised the inventory by deleting 9 items whose Standard Regression Weights (SRW) are below 0.500. The revised PRBI with 33 items reached satisfactory model estimates in either the correlated factors model or second-order factor model. Moreover, all seven subscales of this inventory showcase good CFI within the fit indices, 19 Gonzalez, J. E., Taylor, A. B., Davis, M. J., & Kim, M., “Exploring the Underlying Factor Structure of the Parent Reading Belief Inventory (PRBI): Some Caveats,” Early Education and Development, 24(2013): 123-137; Radišić, J., & Ševa, N., “Exploring the Factor Structure of the Parent Reading Belief Inventory (PRBI): Example of Serbia,” PSIHOLOGIJA 46(2013): 315-330.

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 169 which all arrive at above 0.900. In particular, the SRW of the 33 items are all above 0.500, which indicates a much better inventory for assessing parental reading belief when compared with both the original fit statistics for CFA analysis models and model estimates for the correlated model for the original PRBI inventory with 42 items. It is noted that in the Subscale Reading Instruction, the model is saturated, which includes 3 items in the revised inventory, thus this subscale contains no goodness-of-fit index. Since no validated instrument to measure Chinese parents’ reading beliefs is currently available, this revised inventory with 33 items could serve as an instrumental measure to examine parental involvement, early literacy practices and perceptions of preschoolers’ shared-book reading experience and early language development. It fills a needed gap to assess parents’ reading beliefs in the Chinese context. 4. Limitation and Implication As the data were primarily from parents’ self-reported questionnaires, it did not depict a holistic multifaceted picture of the parental reading perception and capture the actual home literacy activities in children’s language development in early years. It is unavoidable that social desirability bias might also lead to better parental reading values results. Future qualitative research is warranted to better examine both fathers’ and mothers’ comprehension and interpretations of these items. For example, home visits could be conducted to better observe parental literacy involvement and reading practices. Also, semi-structured interviews or focus groups with parents of diverse educational attainment and backgrounds could be adopted to better understand parents’ reading values and modified parenting practices in children’s early years. In particular, paternal questionnaire responses in the current study include 162 participants, which constitutes around 10% of the entire sample population, though this sample size of father participants outnumbers prior studies, it is still a relatively small percentage when compared with maternal responses. Thus, the result should not be generalized since there exists an imbalance of the parental gender. It is worth noting that parental reading belief could vary greatly among

Cai, Yanling 170 different SES families and geographical regions. Therefore, continued replication of this finding with more diverse samples from various regional parts of China is needed to thoroughly investigate the accuracy and consistency of the revised PRBI and explore other possible modifications of this inventory. Despite the limitations, this current study yields implications for future researchers and practitioners while at the same time filling an urgently needed gap by providing a much more appropriate instrument for parental reading belief which is better situated in the Chinese mainland context. Given the increasing numbers of research on family literacy environment and parental involvement in children’s early language development in China, we call for more valid and reliable instruments to measure parental reading perceptions and attitudes as well as parental literacy practices and parental involvement to depict a more comprehensive picture of the journey of preschoolers’ language acquisition. Future studies could adopt a more comprehensive approach, namely, home visits and focus groups to gain a better understanding of how parents’ reading practices and involvement in literacy activities shape children’s language development. Also, the role of other family members such as grandparents and other caregivers in shaping the home literacy environment should be taken into consideration, which could depict a more comprehensive picture of children’s literacy trajectory. The need for qualitative insight and adaptation of instruments calls for more replication studies with diverse SES samples. To enhance the reliability of the PRBI and its relevance across different populations, researchers should adapt the inventory to reflect the linguistic and cultural contexts of various communities. This variation can profoundly impact children’s language acquisition. Future studies should explore these disparities to understand how different contexts influence literacy development, potentially leading to more tailored interventions that support families in diverse settings. In this way, assessments of parental beliefs and practices are valid and applicable to a broader range of families.

Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 171 References [1] Sigel, I. E., & McGillicuddy-De Lisi, A. V., “Parent Beliefs are Cognitions: The Dynamic Belief Systems Model.” in M. H. Bornstein (Ed.), Handbook of Parenting: Vol.3. Being and Becoming A Parent (2nd ed.) Mahwah, NJ: Erlbaum, (2002). [2] Sénéchal, M., & LeFevre, J. A., “Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading.” Child Development 85.4(2014): 1552-1568. [3] Chen, X., Zhou, H., Zhao, J., & Davey, G. “Home Literacy Experiences and Literacy Acquisition Among Children in Guangzhou, South China.” Psychological Reports 107(2010): 354-366. [4] DeBaryshe, D.B. “Maternal Belief Systems: Linchpin in the Home Reading Process’.” Journal of Applied Developmental Psychology 16.1(1995): 1-20. [5] DeBaryshe, B. D., Binder, J. C., & Buell, M. J., “Mothers’ Implicit Theories of Early Literacy Instruction: Implications for Children’s Reading and Writing.” Early Child Development and Care 160(2000): 119-131. [6] Weigel, D. J., Martin, S. S., & Bennett, K. K., “Contributions of the Home Literacy Environment to Preschool-aged Children’s Emerging Literacy and Language Skills.” Early Child Development and Care 176.3-4 (2006): 357-378. [7] Yeo, L. S., Winston, W. O., & Charis, M. N., “The Home Literacy Environment and Preschool Children’s Reading Skills and Interest.” Early Education & Development 5.6(2014): 791-814. [8] Curenton, S. M., & Justice, L. M., “Children’s Preliteracy Skills: Influence of Mothers’ Education and Beliefs about Shared-reading Interactions.” Early Education & Development 19(2008): 261-283. [9] DeBaryshe, B. D., & Binder, J. C., “Development of an Instrument for Measuring Parental Beliefs About Reading Aloud to Young Children.” Perceptual and Motor Skills 78(1994): 1303-1311. [10] Rodriguez, B. L., Hammer, S. C., & Lawrence, F. R., “Parent Reading Belief

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Examining Parent Reading Belief Inventory (PRBI)’s Factor Structure: With A Sample of Chinese Parents: Caveats and Modification 173 [21] Barrett, P., “Structural Equation Modeling: Adjudging Model Fit.” Personality and Individual differences 42(2007): 815-824. [22] Hu, L., & Bentler, P. M., “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives.” Structural Equation Modeling 6(1999): 1-55. [23] Wu, C. C., & Honig, A. S., “Taiwanese Mothers’ Beliefs about Reading Aloud with Preschoolers: Findings from the Parent Reading Belief Inventory.” Early Child Development and Care 180(2010): 647-669. [24] Gonzalez, J. E., Taylor, A. B., Davis, M. J., & Kim, M., “Exploring the Underlying Factor Structure of the Parent Reading Belief Inventory (PRBI): Some Caveats.” Early Education and Development, 24(2013): 123-137. [25] Radišić, J., & Ševa, N., “Exploring the Factor Structure of the Parent Reading Belief Inventory (PRBI): Example of Serbia,” PSIHOLOGIJA 46(2013): 315-330. Author Information Cai, Yanling, Assistant Professor, Postgraduate Supervisor. Research Areas: Sociolinguistics, Language Acquisition, World Englishes, Language Attitudes and Identity, Artificial Intelligence and Language Education, Translanguaging Practices Address: University International College, Macau University of Science and Technology E-mail: ylcai@must.edu.mo

世漢學會國際中文教育研究專欄 The Column of the International Society for Chinese Language Teaching 專欄為教育部中外語言交流合作中心、世界漢語教學學會與《澳門科技大學學報》（人文社會科學版）編輯部合作設立，受中外語言交流合作中心資助，特此鳴謝。 The column is established in collaboration with the Center for Language Education and Cooperation of the Ministry of Education, the International Society for Chinese Language Teaching, and the Editorial Department of the Journal of Macau University of Science and Technology (Humanities and Social Sciences Edition), funded by the Center for Language Education and Cooperation. We hereby express our gratitude.

教育部㆗外語言交流合作㆗心 簡 介 中外語言交流合作中心（簡稱「語合中心」，英文名稱“Center for Language Education and Cooperation”，簡稱 CLEC）隸屬於中國教育部，是發展國際中文教育事業的專業公益教育機構，致力於為世界各國民眾學習中文、瞭解中國提供優質的服務，為中外語言交流合作、世界多元文化互學互鑒搭建友好協作的平台。 語合中心的主要職能為發展國際中文教育與促進中外語言交流合作提供服務，統籌建設國際中文教育資源體系，參與制定國際中文教育相關標準並組織實施；支持國際中文教師、教材、學科等建設和學術研究；組織實施國際中文教師考試、外國人中文水準系列考試，開展相關評估認定；運行漢語橋、新漢學、獎學金等國際中文教育相關項目；開展中外語言交流合作等。

世界漢語教㈻㈻會 簡 介 世界漢語教學學會（簡稱「世漢學會」，英文名稱“The International Society for Chinese Language Teaching”）成立於一九八七年八月十四日，是經中華人民共和國民政部登記註冊的國際社會組織和非營利性民間學術團體，主管單位為中華人民共和國教育部，秘書處設在教育部中外語言交流合作中心（北京市西城區德勝門外大街一二九號四零一）。二零一一年十月與聯合國教科文組織建立合作關係，會員遍佈全球七十九個國家和地區，主要由世界各地從事漢語教學、研究和推廣的人士及相關機構組成。 學會宗旨是遵守中華人民共和國憲法、法律、法規和國家政策，遵守社會道德風尚；促進國際漢語教學、研究和推廣；加強世界各地漢語教學與研究工作者之間、機構之間的聯繫。自二零二零年起，學會相繼成立「教師發展專業委員會」、「標準與認證工作委員會」、「語言理論與語言教育研究分會」、「課程與教材專業委員會」、「學術交流與出版專業委員會」、「智慧教育分會」、「中小學教育研究分會」、「專門用途中文教育專業委員會」等八個分支機搆。 學會理事會為議事決策機構。歷任會長為朱德熙、呂必松、陸儉明、許嘉璐等，現任會長為天津師範大學校長鍾英華教授（二零二二年十二月當選）。第十二屆理事會由來自二十八個國家和地區的國際中文教育學術團體、各國高等院校及中文專業院系、著名漢學家、具有較高聲望的學術帶頭人、世漢學會創會會員、永久會員和普通會員等二十一位理事（單位）組成。

澳門科技大學學報(人文社會科學版)第十九卷第二期 世漢學會國際中文教育研究專欄 二零二五年六月，頁 177-202 DOI: 10.58664/mustjournal.2025.06.008 177 基於體驗學習理論的國際中文教育人才培養模式* 聞婷、蘇珩驊 （西交利物浦大學語言學院現代語言中心） 摘要：隨著中文學習需求的持續擴大，培養優秀的師資成為當務之急。作為中文國際教師「培養鏈」的基礎階段，漢語國際教育本科的培養方案仍然存在理論重於實踐的現狀。為幫助學生在打牢基礎的同時探尋發展方向，西交利物浦大學根據《國際中文教師專業能力標準》和體驗學習理論，在實踐中探索出了一套專業技能、專業實踐與專業知識並進的做法。本文將以西浦國際漢語教育本科專業的核心課程為例，探究如何通過體驗學習理論「具體體驗—反思觀察—抽象概括—主動實踐」四個循環階段在教學設計中的滲透，使學生在實踐中提升專業技能，培養反思能力，形成實踐性知識；同時説明學生主動應用這壹動態學習模式，有助於成長為終身學習者。 關鍵詞：體驗學習理論、漢語國際教育、國際中文教師、人才培養、專業發展 * 收稿日期：2024年 04月 30日；通過日期：2025年 5月 12日。

聞婷、蘇珩驊 178 The Talent Cultivation Model for International Chinese Language Teacher Based on Experiential Learning Theory Wen, Ting; Su, Henghua (Modern Languages Centre, School of Languages, Xi'an Jiaotong-Liverpool University) Abstract: With the rapid development of China, the demand for Chinese language learning continues to be strong, and the demand for Chinese language teacher is also increasing simultaneously. Cultivating excellent teachers has become an urgent task. As the foundational stage of the “training chain”for international Chinese language teachers, the current undergraduate training program for international Chinese education is still a field where theory outweighs practice. To help students build a solid foundation while gaining in-depth understanding of the real-life teaching scenario and requirements of international Chinese education, and to explore development directions, the practitioners at Xi'an Jiaotong-Liverpool University, based on the “International Chinese Teacher Professional Competency Standards” and experiential learning theory framework, have developed a “XiPu approach”, integrating professional skills, professional practice, and professional knowledge in training. This approach, through the permeation of a four-stage cyclic structure of “concrete experience - reflective observation - abstract conceptualization-active experimentation” in teaching design, encourages students to actively practice this dynamic learning mode in their growth path. It represents an initial exploration of a talent cultivation model with the goal of lifelong learning. Keywords: Experiential Learning Theory; Chinese International Education; International Chinese Teachers; Talent Cultivation; Professional Development

基於體驗學習理論的國際中文教育人才培養模式 179 一、引言 隨著中國在各領域的快速發展，各國對中⽂學習的需求持續旺盛。⽬前，全球有 180多個國家和地區開展中⽂教學，81個國家將中⽂納入國民教育體系，開設中⽂課程的各類學校及培訓機構 8萬多所，中⽂學習者超過 3000萬⼈。1 學習者⼈數的增加使得對師資的需求也同步上升，培養優秀的師資成為當務之急。從本科到碩⼠再到博⼠的中⽂國際教師「培養鏈」正在形成，漢語國際教育本科專業正是這條「培養鏈」的基礎。2 隨著學科的發展，漢語國際教育本科專業應該從純知識傳授轉變到知識與實踐能⼒相結合，注重將實踐環節落到實處，3 然⽽⽬前漢語國際教育本科的培養⽅案仍然存在理論重於實踐的現狀。4 教師在⽇常的教育教學過程中積累⽽成，真正信奉並在其教育教學實踐中實際使⽤和（或）表現出來的對教育教學的認識被稱為教師實踐性知識。5 教師實踐性知識是教學的重要保障，本科階段的學⽣並不⼀定真正⾛上國際中⽂教師這⼀⼯作崗位，但是實踐創新能⼒是現代⼈才的核⼼素養之⼀。如何在本科階段開展實踐性知識的培養？我們基於體驗學習理論在教學中探索出了⼀套專業技能、專業實踐與專業知識並進的做法。為驗證體驗學習理論在國際中⽂⼈才培養過程中的應⽤和效果，研究架構與⽅式如下。 本研究採⽤混合研究⽅法，考察 2024年秋季學期 26名漢語國際教育（以下簡 1 孫春蘭，「國際中文教育大會主旨演講」，新華社，2022，瀏覽日期為 2025 年 5 月 4 日，https://www.gov.cn/xinwen/2022-12/09/content_5730892.htm?eqid=bcbf74210001a5c7000000036467377d。 2 根據《普通高等學校本科專業目錄和專業介紹（ 2012年）》，本科階段的學科名稱為「漢語國際教育」。近年來，隨著學科內涵的發展，「國際中文教育」這一名稱的使用越來越廣泛。本文在涉及本科專業名稱時沿用「漢語國際教育」，其餘部分使用「國際中文教育」、「國際中文教師」的說法。另請參見吳勇毅，〈漢語國際教育本科專業建設芻議〉，《國際漢語教育》，第 3期（2020），5-11。 3 王淑華，〈關於漢語國際教育本科專業課程設置的思考—基於《普通高等學校本科專業目錄和專業介紹（2012年）》的討論〉，《雲南師範大學學報（對外漢語教學與研究版）》，第 1期（2017），23-31。 4 王丹，吉曉光，劉曉明，〈高校漢語國際教育本科專業實踐教學體系構建研究〉，《河北北方學院學報（社會科學版）》，第 3期（2020），83-85。 5 陳向明，〈實踐性知識：教師專業發展的知識基礎〉，《北京大學教育評論》，第 1期（2003），104-112。

聞婷、蘇珩驊 180 稱「漢教」）專業學⽣學習中⽂語法教學課之後，中⽂語法教學能⼒的發展情況，以期發現基於體驗學習理論設計的教學活動對提升漢教專業本科⽣教學能⼒的影響。 本研究通過問卷收集和前後期教案撰寫情況的動態分析，探究體驗學習理論對中⽂教學能⼒的影響。通過混合⽅法縱向追蹤前後期教案發展過程，為學⽣教學能⼒發展研究提供了動態分析範式。研究對象均學習了中⽂語法教學課。基於體驗學習理論，參照《國際中⽂教師專業能⼒標準》（以下簡稱「標準」）設計的中⽂語法教學課為本科⽣在實踐中提升專業技能，培養反思能⼒，形成實踐性知識，最終促進專業發展提供可參考的培養路徑。為系統評估體驗學習教學設計對學⽣專業能⼒的影響，本研究採⽤量化對比分析與問卷調查分析相結合的⽅法，從客觀能⼒提升和主觀感知變化兩個維度展開實證研究。 二、體驗學習理論及應用 （㆒）、體驗㈻習理論 傳統的課堂往往是⽼師講授，學⽣記錄，學習過程中學⽣比較被動。6 體驗學習則以學⽣為中⼼，是⼀種通過實踐經驗學習的⽅法。7 Felicia 將其更具體地定義為「通過反思⾏動來學習」。通過體驗來學習的概念由來已久，早在公元前 350年左右，亞裡斯多德就在《尼科⾺科倫倫理學》中寫道：「對於那些必須在實踐之前學習的事情，我們直接在實踐中學習。」⽽現代的體驗學習理論是⼤衛·庫伯（David A. Kolb）借鑒 John Dewey、Kurt Lewin 、Jean Piaget的研究成果發展起來的。8 Dewey強調體驗在學習過程中的核⼼作⽤，Lewin 提出在「做中學」以及學習過程中社會背景的重要性，Piaget 則認為學習是⼀種主動的過程，庫伯學習三位前賢的觀點， 6 Beard, C., The Experiential Learning Toolkit: Blending Practice with Concepts, (Kogan Page Publishers, 2010), 50-80. 7 Felicia, P., Handbook of Research on Improving Learning and Motivation, (IGI Global, 2011), EPUB,1003. 8 Dixon, N. M., Adams, D. E., & Cullins, R., “Learning Style,” in Assessment, Development, and Measurement. (American Society for Training and Development, 1997) , 41.

基於體驗學習理論的國際中文教育人才培養模式 181 並將關於體驗、學習社會背景以及認知發展的理念融入到了體驗學習理論中。9 庫伯於 1984年提出了體驗學習模型，這個模型包含四個循環的階段，他通過學騎⾃⾏⾞的例⼦解釋了這四個階段：在「具體經驗」（Concrete Experience）階段，學習者騎上⾞練習︔這⼀體驗構成了下⼀階段「反思觀察」（Reflective Observation）的基礎，學習者可以在這⼀階段思考哪些知識或技巧是有幫助的︔由此在下⼀階段「抽象概括」（Abstract Conceptualization）中產⽣關於如何騎⾃⾏⾞的⼤致想法︔最終思考如何在下⼀次騎⾏中改進，這是體驗式學習模型中的另外⼀個階段「主動實踐」（Active Experimentation）。每⼀次新的騎⾏嘗試都將受到之前經驗、思考和反思的循環模式影響。10 Moon對庫伯的模型進⾏進⼀步的闡釋，她認為當體驗學習涉及到：⼀、反思性的學習︔⼆、在體驗中學習︔三、通過反饋進⼀步學習時，效果最佳。同時，Moon批評體驗學習循環模型太過完美，因為真實的學習過程並不⼀定涵蓋所有過程，也不⼀定按照模型提出的順序出現。庫伯在《體驗學習》第 2版中對體驗學習模型進⾏了更新（如圖 1所⽰）。11 圖1、大衛‧庫伯的體驗學習循環型 9 Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development, (Englewood Cliffs, NJ: Prentice Hall, 1984), 21. 10 Moon, J., A Handbook of Reflective and Experiential Learning: Theory and Practice, 2nd ed. (London: Routledge Falmer, 2004), 27-28. 11 Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development, 2nd ed. (Upper Saddle River, NJ: Pearson Education, 2015), 63-98. 具體體驗 CE 反思觀察 RO 抽象概括 AC 主動實踐 AE 體驗 體驗 掌握（理解） 轉換

聞婷、蘇珩驊 182 庫伯強調這四個學習階段沒有先後順序，學習者可以從任⼀階段開啟學習過程。並將學習過程分為兩個維度。縱向維度的兩端是對具體事件的體驗和抽象的概念︔橫向維度的兩端是反思性觀察和主動性試驗。在學習的過程中，學習者的⾏為是在不斷轉換的，在具體感受與概括分析中轉換，也在觀察與⾏動中轉換。 （㆓）、體驗㈻習理論的應用 體驗學習注重個體的學習過程，幫助學⽣更好地理解知識在現實世界的運⽤。這⼀理論被不同學科領域的學者借鑒，⽤來解決學習與教育的問題。12 庫伯等学者對 2000年之前的 1004篇相關⽂獻進⾏梳理後發現，體驗學習理論主要分佈在八個學科領域：教育學、管理學、資訊科學、⼼理學、醫藥學、護理學、會計和法學。到 2014年，關於體驗學習的理論⽂獻已有將近 4000篇。13 近年來，⾼等教育中運⽤體驗學習理論的興趣和關注重新提升，特別是在英語學界，注重通過體驗學習理論提升教師的信念及學習過程。14 如今，體驗學習理論作為⼀種理論框架得到了廣泛的認可，它聚焦學習，同時涵蓋教學設計、課程發展與終身學習等領域。 最近，體驗學習理論應⽤於語⾔教師培養的相關研究開始出現。15 Gao通過對11位參與中美教育交換計劃的國際中⽂教師的訪談及課堂觀察，發現體驗學習理論與 5C標準有相關性。5C是美國外語教學委員會（ACTFL，2012）提出的語⾔教學標準，包括溝通（communication）、⽂化（cultures）、聯繫（connections）、比較（comparisons）和社區（communities）。16 Gao 的研究利⽤訪談收集體驗學習過程 12 Kolb, D. A., Boyatzis, R. E., & Mainemelis, C., “Experiential Learning Theory: Previous Research and New Directions,” in Perspectives on Thinking, Learning, and Cognitive Styles, eds. R. J. Sternberg and L.-f. Zhang (Mahwah, NJ: Lawrence Erlbaum Associates Publishers, 2001), 9-11. 13 伍新春，《體驗學習》，（北京：人民郵電出版社，2023），10。 14 Lee, J. F., Experiential Teacher Education - Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project. Australian Journal of Teacher Education, 44.1 (2019). Accessed April 28, 2025. https://doi.org/10.14221/ajte.2018v44n1.1 15 Gao, L., “Experiential Learning and Foreign Language Teaching: Native Chinese Teachers’ Experiences of Teaching Chinese as a Foreign Language to American College Students and Learning Abroad at a Midwest Private Liberal Arts College,” abstract (PhD diss., Dissertation Abstracts International, 2015), Accessed May 4, 2025. http://www.pqdtcn.com/thesisDetails/B4654B79705026390327AA60EE2D2E03. 16 American Council on the Teaching of Foreign Languages, 2012. “ACTFL Proficiency Guidelines 2012.” Accessed May 4, 2025. https://www.actfl.org/educator-resources/actfl-proficiency-guidelines.

基於體驗學習理論的國際中文教育人才培養模式 183 中四個階段的資料，根據「體驗、反思、思考和⾏動」四個階段對資料進⾏分類。 儘管直接將體驗學習理論應⽤於國際中⽂教師培養的研究還很有限，但是⽬前已有學者將⽬光聚焦在體驗學習理論的關鍵階段之⼀「反思」上，提出實施教學反思。⽤反思所得指導實踐，實現教學⽬標，這有助於實現教師的專業發展。17 王添淼提出國際中⽂教師應該是反思性實踐者，同時歸納國際中⽂教師成長的具體⽅法，包括撰寫、進⾏反思性教學、開展⾏動研究等。18 楊⾸華、⽑利群借助刺激回憶報告，從反思內容、層次、過程三個維度研究職前國際中⽂教師教學反思情況。19 研究發現職前國際中⽂教師普遍能認識到反思的重要性，但缺乏相關知識，並提出教師培養應借鑒經典的反思框架、創設教學反思的環境等對策。與此同時，越來越多的學者開始關注與體驗學習理論密切相關的「實踐性知識」。20 這些成果利⽤案例分析、刺激性訪談等不同⽅法研究，本質都是對教師的既有經驗進⾏回顧及梳理。近年來，對反思及實踐性知識的研究數量增多，內容逐漸深入，這為培養國際中⽂教師指明⽅向及⽅法。 17 丁安琪，宋豔傑，〈《國際中文教育中文水準等級標準》視角下的中文師資培養與能力建設〉，《國際漢語教學研究》，第 1期（2023），03-10。 18 王添淼，〈成為反思性實踐者—由國際漢語教師標準引發的思考〉，《語言教學與研究》，第 2期（2010），25-30。 19 楊首華，毛力群，〈職前國際中文教師教學反思的三維研究—基於教學視頻刺激回憶報告的分析〉，《教育與教學研究》，第 10期（2023），81-93。 20 李昊天，賴傳祥，〈基於線上教學環境的國際中文教師實踐性知識發展實證研究〉，《國際漢語教學研究》，第 2期（2022），56-63。

聞婷、蘇珩驊 184 圖2、國際中文教師專業能力結構圖21 2022年 8⽉，世界漢語教學學會以團體標準⽅式正式發佈《國際中⽂教師專業能⼒標準》，為國際中⽂教師培養、培訓、選拔、能⼒評定及專業發展提供新指標與依據。22《標準》包括 5個⼀級指標：專業理念、專業知識、專業技能、專業實踐、專業發展和 16個⼆級指標，體驗學習循環模型「具體體驗—反思觀察—抽象概括—主動實踐」與《標準》的要求深度契合。 以中⽂語法教學課的設計為例，模擬教學和進入真實課堂教學為學⽣提供具體體驗，幫助學習者瞭解中⽂語法的特點，掌握中⽂語法教學的常⽤⽅法和技巧︔不同類型的反思觀察機會培養學⽣的反思意識，提供學習中⽂技能教學、教育技術、教學資源選擇與利⽤、課堂組織與管理、學習評估與反饋的能⼒︔學⽣的教案從初 21 該圖出自世界漢語教學學會 2022年發佈的團體標準《國際中文教師專業能力標準》。流覽日期為2025年 5月 4日，http://www.shihan.org.cn/index/build/list.html?page=1。 22 馮麗萍、薑凝馨、葉一帆，〈《國際中文教師專業能力標準》的特徵與應用分析〉，《國際中文教育》，第 1期（2023），20-26。 專業知識教育知識中文和語言學知識中華文化與中國國情知識第二語言習得知識專業技能中文要素教學中文技能教學跨文化交際教育技術專業實踐課堂教學計劃教學資源選擇與利用課堂組織與管理學習評估與反饋專業發展教學反思專業發展規劃專業理念職業道德專業信念國際中文教師專業能力

基於體驗學習理論的國際中文教育人才培養模式 185 稿到終稿，在不斷的抽象概括過程中經歷動態的修改，培養學⽣完成課堂教學計畫的能⼒︔學⽣主動將反思結果運⽤於實踐，改進教學有助於專業信念和專業發展規劃意識的建⽴。與此同時，體驗學習理論應⽤於漢教專業本科⽣的培養也存在⼀定的局限性。⾸先，體驗學習依賴真實的教學場景，⽽讓本科⽣進入課堂開展教學在客觀和主觀上都不具備充分條件，⽬前的解決⽅案是模擬教學以及招募國際⽣提供給漢教專業學⽣集體上課的機會，這⼀解決⽅案和真實的、長期的課堂實踐仍有距離。其次，體驗學習強調個⼈反思和⾃主探索，漢教專業的本科⽣缺乏反思意識和具體的⽅法，在以往的學習中接受的主要是來⾃⽼師的評價和反饋，從同伴身上學習，給同伴反饋的意識需要重新建⽴。再次，中⽂語法教學課既承擔了專業知識的教授，又需要通過專業實踐提升學⽣的專業技能，如何平衡兩者之間時間和任務量的分配，形成合⼒，避免因為強調體驗⽽忽視專業知識的訓練，對學⽣和⽼師都是很⼤的挑戰。在今後的實踐中，我們會進⼀步探索體驗學習理論和漢教專業本科⽣培養的適配性，突破現有局限。 西浦國際漢語教育本科專業的教學實踐以該標準為指導，結合體驗學習循環模型引導學習者形成並更新實踐性知識，掌握「具體體驗—反思觀察—抽象概括—主動實踐」這⼀可遷移的⾏為模式。 三、基於體驗學習理論的中文語法教學課程設計 （㆒）、專業發展現狀 西交利物浦⼤學從 2014 年開始設置國際漢語教育本科專業。專業包括兩種發展路徑：⼀是為有意成為國際中⽂教師的學⽣提供中國語⾔和⽂學相關課程的學習︔⼆是為關⼼社會變⾰、⽂化研究的學⽣提供以中國發展路徑為範例的社會學相關理論及實踐的學習。本⽂主要探討的是第⼀種培養路徑的具體實踐。 本科⽣在⼤學⼆年級可以在上述兩種路徑中選擇其⼀。國際漢語教育本科學⽣的總數呈現出逐年上漲的趨勢，選擇第⼀個路徑的學⽣超過第⼆個路徑的學⽣，學

聞婷、蘇珩驊 186 ⽣總數也從 2019級的 13⼈增長到 2022級的 60⼈。23 圖3、2019-2022級國際漢語教育本科生專業方向選擇趨勢 （㆓）、㆗文語法教㈻課程設計 教育界正在達成⼀種共識：教育的⽬的在於促進⼈們從獲取知識的過程中獲得探究能⼒，⽽不是記憶知識。24 體驗學習理論強調學習是⼈類適應環境的⼀個過程，⽽不是結果。學習過程可以設想為⼀個包含四階段的循環模型，這個模型呈現螺旋上升的動態發展態勢。基於該理論，我們選取了國際漢語教育本科專業的核⼼課程「中⽂語法教學」作為典型案例，該課程的教學成果直接關係學⽣專業實踐、專業技能的發展。中⽂語法教學課是為⼤三學⽣開設的，旨在幫助學⽣理解中⽂語法的基本特點，掌握初級階段常⾒語法點及常⽤教學⽅法。課程設計為四個階段：具體體驗—反思觀察—抽象概括—主動實踐，四個階段為⼀次循環，⼀個學期總共完成三次循環。課程通過作品集對學⽣進⾏評估，學⽣需要在第 6周提交教案初稿，第 23 學生資料來源於西浦國際漢語教育本科專業統計彙報，西浦人文與社科學院中國研究系，2024。 24 Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development, 2nd ed. (Upper Saddle River, NJ: Pearson Education, 2015), 63-98. 0.00%10.00%20.00%30.00%40.00%50.00%60.00%2019級 2020級 2021級 2022級路徑壹學生占比 路徑二學生占比

基於體驗學習理論的國際中文教育人才培養模式 187 10 周完成⼩組教學，第 12 周提交教案終稿，通過對學⽣教案初稿、⼩組教學中的表現、教案終稿的評估形成評價。 1、具體體驗（Concrete Experience） 即刻的具體體驗是觀察和反思的基礎。中⽂語法教學課程為本科⽣提供模擬教學、真實課堂教學的實踐機會，為他們創造體驗學習的環境。 中⽂語法教學分為兩種課型，講座和研討課。講座主要講授語法知識，研討課分組進⾏模擬教學及討論，規模控制在 8-10⼈。⼩班化教學為每個學⽣提供了充分的操練及同伴互學的機會。研討課上展開第⼀輪具體體驗—模擬教學，幫助學⽣熟悉中⽂課堂教學的基本步驟。課程前四周分導入、講解、操練、⼩結及作業四個環節進⾏操練。每個環節的模擬教學學⽣都需要提前設計教案和課件，並在同伴的配合下完成教學演練。同時，學⽣有機會在研討課上針對具體的教學內容、教學設計、教學⽅法等問題展開討論，得到教師和同學的反饋。 在同學的配合下，第⼀輪具體體驗—模擬教學順利完成，幫助學⽣樹⽴了信⼼。第⼆輪具體體驗是兩次真實課堂教學的演練，第三輪具體體驗—以⼩組形式進入真實課堂進⾏教學。學⽣被分成 4-5⼈的⼩組，在學期的第 10周進入留學⽣的真實語⾔課堂開展 50分鐘的⼩組教學。在正式教學之前，學⽣完成了包含具體教學活動、語法結構、例句、指導⽤語的教案。教師提供的書⾯反饋不直接提供改進⽅案，只包含需改進的內容及修改建議。 2、反思觀察（Reflective Observation） 反思觀察是學習者根據已有知識反思新經驗的過程。在中⽂語法教學課中學⽣獲得了四種類型的反思觀察機會：教學案例分析、觀摩同學的模擬教學、觀摩教學錄影和旁聽真實課堂。從書⾯描述到影像記錄再到真實情境，學⽣通過不斷地反思來逐漸明確教學⽬標、重難點、具體過程、實際操作⽅式等課堂教學的構成要素。這些反思觀察是具體體驗的延續。通過對教學案例的討論，學⽣在教師的⿎勵下，

聞婷、蘇珩驊 188 積極反思，分析教學失誤的原因，針對不合理做法提出具體的改進⽅案，進⽽形成對課堂基本環節和常⽤⽅法的初步認識。 圖4、教學案例及解析 觀摩同學的模擬教學時，學⽣發現即使被分配了同樣的教學任務，每個⼈也會設計出不同的教學活動，在導入⽅式、例句選擇等⽅⾯也有很⼤的區別，學⽣通過反思觀察、及抽象概況最終形成指導下⼀次具體體驗的概念。 觀摩教學錄影的過程中，學⽣被要求重點關注教師的指令、⼿勢、板書的具體內容，並以此對教學對象語⾔⽔準進⾏估計。此外，學⽣還需要觀察錄影中學習者的反應、提出的問題及教師的反饋。通過這⼀過程對⼀堂完整的中⽂課形成總體認識。在旁聽真實課堂時學⽣需要利⽤聽課記錄表25記錄留學⽣的語⾔⽔準、所聽課程的教學⽬標、教師的指導⽤語、教學活動及時長、作業，師⽣互動情況等。學⽣需要重點反思觀察到的哪些內容可以運⽤於⾃⼰的教學，並和同學探討是否有更好的替換⽅式，據此對中⽂教學形成具體的認識。 25 聽課記錄表根據《國際漢語教師證書面試指南》（2016）說課範例改制。 教學設計沒有體現由易到難的原則 三個例句中，例 1和例 3中的動詞帶賓語，例 2中的動詞不帶賓語。動詞帶時量補語時如果同時帶賓語，需要重復動詞，句子結構比不帶賓語的句子要復雜壹些，這是壹個學習難點。本著由淺入深、由易到難的教學原則，教這個語言點時，建議分兩步走，先教不帶賓語的句子，讓學生了解句子的基本意義和結構，然後重點說明動詞帶賓語時賓語的位置，例句展示也要配合教學步驟顯示出層次性。上面的案例應該改變壹下例句順序，先出現例 2，然後出例 1，最後出例 3更合理。 教學內容：時量補語 教學例句： 1.我昨天打籃球打了四十分鐘。 2.他上周工作了五天。 3.我等妳等了半天了。

基於體驗學習理論的國際中文教育人才培養模式 189 表1、聽課記錄表 教學對象 初級/HSK……級水平的成人留學生/兒童，掌握……個最常用的生詞和相關語法知識。 （母語背景，已學課時等） 教學目標 通過本課的學習，能夠掌握「……」等詞語的用法；掌握語言點「……」、「……」的用法；掌握「……」、「……」等功能，能初步就「……」的話題進行交際。 教學重點及難點 教學步驟 本篇課文計劃用……個課時學習，我將具體介紹語言點……的教學內容，這部分內容將在第……個課時出現。具體的教學步驟如下： 1. 用……法進行導入，使學生…… 2. 利用……和……講解語言點，重點講解……，使學生明確…… 3. 根據……原則，我設計了……和……練習（分別說明練習的作用）/針對……（教學難點），我計劃…… 4. 通過……和……檢驗學生對該語言點的掌握程度，最後…… 5. 本課的作業有…… *註意記錄每個環節安排的時長 在觀察、反思及討論的過程中，學⽣理解知識並內化吸收，逐漸明晰了中⽂課堂教學需要關注的重點問題。 3、抽象概括（Abstract Conceptualization） 具體體驗、反思觀察的內容可以被概括、提煉成抽象的概念。在學期末，學⽣根據教學實踐獲得的經驗，結合教師及同伴的反饋形成教案終稿，完成本課程最終的抽象概括過程。⼀學期中，學⽣根據課堂所學形成教案和課件初稿是第⼀次抽象概括的過程︔模擬教學、班級討論、師⽣反饋是第⼆次抽象概括︔通過反思對以往的經驗和認知進⾏調整，完成教案終稿並進入真實課堂教學是第三次抽象概括。從具體體驗到反思觀察再到抽象概括的過程是貫穿於教學設計始終的。教案終稿在教學語⾔、課件內容、時間分配、教學活動安排的合理性上都有明顯提⾼。

聞婷、蘇珩驊 190 教學環節 師生互動及具體的指導用語 句型、例句、圖片等 時長 導入 老師：同學們，這裏是小熊維尼的家，小熊維尼有好多個好朋友，都是誰啊，妳們認識嗎？ 同學：有小豬皮傑，屹耳， 跳跳虎… 老師：那誰是小熊維尼的最好朋友呢？ 同學 A：（遲疑兩秒）跳跳虎吧 老師：小熊維尼看上去和誰關系都很好，那我們可以說跳跳虎是小熊維尼的最好的朋友之壹（示意壹起讀） 同學（齊聲）：跳跳虎是小熊維尼最好的朋友之壹 老師：那如果想描述屹耳呢？ 同學：屹耳是小熊維尼的最好朋友之壹 跳跳虎是小熊維尼的最好的朋友之壹 屹耳是小熊維尼的最好的朋友之壹 小熊維尼：Xiǎoxióngwéiní 跳跳虎：Tiàotiàohǔ 屹耳：Yìěr 小豬皮傑：Xiǎozhūpíjié 2分鐘 教學環節 師生互動及具體的指導用語 句型、例句、圖片等 時長 導入 老師：同學們，妳認為誰是世界上最優秀的足球運動員啊？ 同學 A：（遲疑兩秒）梅西 同學 B：羅納爾多 同學 C：姆巴佩 老師： 世界上優秀的足球運動員有很多，梅西，羅納爾多和姆巴佩都很優秀，那我們分別說， 梅西是這個世界上最優秀的足球運動員之壹。 同學（齊聲）：梅西是世界上 Messi：梅西Méixī 2分鐘

基於體驗學習理論的國際中文教育人才培養模式 191 最優秀的足球運動員之壹。 老師：那如果想說羅納爾多呢？ 同學（齊聲）：羅納爾多是世界上最優秀的足球運動員之壹。 老師（指著姆巴佩照片，示意同學們自行說出） 同學（齊聲）：姆巴佩是世界上最優秀的足球運動員之壹。 Ronaldo：羅納爾多Luónàěrduō Mbappé：姆巴佩Mǔbāpèi 圖5、學生作業，上方為教案初稿，下方為教案終稿 對比教案初稿和終稿可以看出，終稿在教學環節、教學內容、教學語⾔⽅⾯都有明顯的進步。終稿的導入環節更直接，改進了初稿迂回的⽅式，讓學⽣更快關注到新的語⾔點。教學內容的選擇上，終稿的例句選⽤了對球員的評價，語體風格更符合所教語⾔點的⾼頻⽤法。初稿的教學⽤語相對較難，比如涉及超出學⽣語⾔⽔準「描述」等詞，例句中「的」的位置也不準確，講解語法的句型較為複雜「⼩熊維尼看上去和誰關係都好」︔終稿的教學⽤語更符合學⽣的語⾔⽔準，講解語法時更簡單明瞭「世界上優秀的⾜球運動員有很多」。修改教案的過程中學⽣完成了最終的抽象概括。從具體體驗到反思觀察再到抽象概括在中⽂語法教學課程的設計中循環出現，這是經驗形成的過程，也幫助學⽣完成從感知到理解再到領悟的跨越，真正的學習也在這⼀過程中發⽣。 4、主動實踐（Active Experimentation） 學習者主動應⽤新增加或者新轉換⽽來的經驗，引起新的實踐被稱為「主動實踐」階段。經過九星期的學習，學⽣第⼀次⾛進真實中⽂課堂。這裡既是實踐場所，又是最佳的學習環境。這次機會既是中⽂語法教學課程設計的第三次具體體驗，也是學⽣在前兩次具體體驗，反思觀察和抽象概括基礎上進⾏的主動實踐。⼩組教學過程基本按照計畫完成，但是當和留學⽣互動時，學⽣的直接反應狀況百出。在學期末的反思總結中，有學⽣寫道「我沒有預測到留學⽣會問這樣的問題，⼀下⼦不

聞婷、蘇珩驊 192 知道怎麼回答，語速也快了很多」，「我以為⾃⼰的指令很清楚，但是學⽣沒有反應，我覺得他們沒有聽懂」。這樣的直接體驗對學⽣來說可謂是⼀次震撼教育，給他們留下深刻印象，也加深他們對中⽂教學認識。 體驗學習理論強調學習是動態循環過程。學習在解決抽象與具體、⾏動與反思這兩個維度的辯證關係中發⽣。26 學習是⼀個創造知識的過程，知識來源於對體驗的理解與轉換。從具體體驗到抽象概括，學習者在實踐中接收信息，經過反思觀察提煉、概括成抽象的概念，完成理解、掌握知識和技能的過程︔從反思觀察到主動實踐，學習者在理解資訊之後對資訊進⾏抽象概括，進⽽利⽤抽象概括所得的概念指導下⼀輪的⾏動和實踐。 圖6、循環的、螺旋上升四階段 如圖 6所⽰，中⽂語法教學課程內容根據體驗學習理論設計⽽成，「具體體驗—反思觀察—抽象概括—主動實踐」四階段循環，呈現螺旋上升結構。學⽣在這樣⼀ 26 Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development, 2nd ed. (Upper Saddle River, NJ: Pearson Education, 2015), 63-98. 反思觀察② 觀摩小組模擬教學練習及教學錄像，旁聽真實課堂 具體體驗① 按教學環節進行為期4 周的模擬教學 反思觀察① 案例分析、觀摩同學的模擬教學、師生討論 抽象概括① 形成教案初稿 主動實踐① 又是具體體驗② 小組教學模擬練習 1 2 3 4 7 6 5 9 10 11 抽象概括② 完成聽課記錄，根據教師反饋修改教案，提交終稿 主動實踐② 又是具體體驗③ 進入真實課堂進行小組教學 反思觀察③ 觀摩小組教學 抽象概括③ 在期末考試中進行反思總結 8 主動實踐③又是具體體驗④ 在課程結束後進行相關的實踐活動 ……

基於體驗學習理論的國際中文教育人才培養模式 193 個環環相扣的過程中完成了資訊的理解與轉換，根據研究結果，學⽣的教案設計能⼒也有顯著提升。 四、研究方法 （㆒）、研究對象及數據收集 本⽂的研究對象是 2024 年秋季學期 26 名漢教專業的⼤三學⽣，年齡在 20-23歲之間。本研究的數據來源有兩類，第⼀類是學⽣教案初稿和教案終稿的成績，通過量化數據反映學⽣在經歷體驗學習教學設計後教案設計能⼒的變化。教案評估根據具體的評分標準從三個維度進⾏打分：教學環節設計的合理性、教學內容的準確性以及教學語⾔是否符合學⽣⽔準。第⼆類是學期末對學⽣的問卷調查結果，問卷涵蓋學⽣對體驗學習教學活動的評估、對⾃我教學能⼒的評估、對⾃我反思能⼒的評估。定量和定性數據從能⼒提升與學習體驗雙重視角出發，評估體驗學習理論對漢教專業本科⽣專業發展的影響。 （㆓）、㈾料分析 本研究採⽤統計軟體 Jamovi對學⽣的教案初稿與終稿成績進⾏對比分析。⾸先將初稿成績與終稿成績以配對形式導入 Jamovi，確保數據格式為連續變量。其次，對數據進⾏正態性檢驗，通過 Shapiro-Wilk 檢驗驗證成績差異的正態分佈假設（α=0.05）。若數據符合正態分佈，使⽤ T-Tests中的配對樣本 t檢驗比較均值差異。 學期末我們通過問卷星平臺發放電⼦問卷，收集學⽣對中⽂語法教學課中體驗學習教學活動、⾃我教學能⼒及⾃我反思能⼒的評估。問卷採⽤李克特 5點量表（1=非常不同意至 5=非常同意）進⾏測量。問卷內容在校內研究審批過程中經由 4位資深語⾔教育專家審核，確保題⽬與⽬標維度匹配，問卷設計合理有效。問卷回收樣本量為 26，包含 25個項⽬。根據計算結果，Cronbach’s α係數為 0.939，表明問卷具有極⾼的內部⼀致性。

聞婷、蘇珩驊 194 五、研究結果與分析 （㆒）、教案初稿和終稿 學⽣分別在第 6 周和第 12 周提交教案初稿和終稿，終稿需要根據⽼師對初稿的反饋，⼩組教學實踐準備過程中獲得的來⾃同學和⽼師的反饋修改成⽂。兩份教案使⽤同樣的評分標準進⾏打分。基本格式要求占 10%，教學環節設計的合理性、教學內容的準確性以及教學語⾔是否符合學⽣⽔準分別占 30%，滿分為 100分。教案由任課教師打分，並經過內審官和外審官審核。 如下表所⽰，共 26 名學⽣提交初稿和終稿，無缺失值。初稿平均分為 62.7 分(SD=12.3)，終稿平均分提升至 68.3分(SD=10.3)，增幅為 5.6分︔中位數從 65.0分上升至 70.0分，表明超過半數學⽣在教案設計⽅⾯取得顯著進步。此外，終稿標準差由 12.3降至 10.3，說明成績分佈更為集中。因為本校採⽤英制評分體系，達到 70分即為優秀，53.85%的學⽣教案終稿達到了優秀。初稿最低分 30 分，終稿最低分為 45分，表明低分群體也進步明顯。 表2、教案初稿與終稿成績的描述性統計與正態性檢驗結果 編碼 初稿 終稿 N 26 26 26 Missing 0 0 0 Mean 62.7 68.3 Median 65.0 70.0 Standard deviation 12.3 10.3 Minimum 30 45 Maximum 85 85 Shapiro-Wilk W 0.946 0.944 Shapiro-Wilk p 0.191 0.165 因為樣本量⼩於 50，因此本研究採⽤ Shapiro-Wilk 檢驗確認教案初稿與終稿成績是否符合正態分佈。通過 Shapiro-Wilk 檢驗確認教案初稿（W = 0.946, p = 0.191）

基於體驗學習理論的國際中文教育人才培養模式 195 與終稿成績（W = 0.944, p = 0.165）均符合正態分佈（p > 0.05），因此採⽤配對樣本 t 檢驗比較兩組差異。 表3、教案初稿與終稿成績的配對樣本t檢驗結果 配對樣本 t檢驗 statistic df p 初稿 終稿 Student’s t -4.46 25.0 <.001 配對樣本 t檢驗表明，學⽣終稿教案得分顯著⾼於初稿。t(25)=-4.46, p<.001，效應量 d=0.87，根據 Cohen（1988）的效應量解釋準則，計算得到的標準化均值差（Cohen’s (d=0.87)）屬於⼤效應量（(d\geq0.8)），說明基於體驗學習理論設計的教學活動提升了教案質量。 （㆓）、問卷調查 問卷圍繞體驗學習理論在中⽂語法教學課中的應⽤效果及學⽣反饋展開，共回收 26份有效問卷。問卷內容涵蓋三個維度：⼀是根據體驗學習理論設計的教學活動對能⼒提升的效⽤評價（含以教學環節為單位的個⼈模擬教學、教案撰寫的過程及反饋、不同類型的觀摩學習機會等 10項指標），⼆是學⽣對專業能⼒和專業實踐能⼒的⾃評（涉及教案撰寫、教學活動設計及材料選⽤、教學⽤語等 7項能⼒），三是教學反思意識及職業發展規劃（包括反思觀察意識、整合反饋能⼒、未來參與中⽂教學的意向等 6項指標）。數據顯⽰，學⽣對根據體驗學習理論設計的教學活動認可度較⾼，教學能⼒⾃評結果中等偏上，另外，反思意識與長期職業規劃存在差異化分佈。 教師對教案的反饋（A8）和以教學環節（導入、講解、操練、⼩結與作業）為單位的個⼈教學實踐（A1）被認為對提升教學能⼒幫助最⼤，平均分分別達到 4.88和 4.77。此外，教案的修改過程（A1，4.62 分）、教學案例討論及分析（A2，4.58分）、撰寫教案（A4，4.58分）、觀摩澳科⼤實習⽣的教學（A7，4.58分）均被認為對提升教學能⼒很有幫助。這體現了學⽣對於體驗學習過程中具體體驗、反思觀察、抽象概括過程的認同，特別是教案的修改過程比撰寫教案得分更⾼，說明學⽣具備了將反思意識運⽤於實踐，改進教學的意識。這⼀維度下，觀摩教學錄影（A6）這

聞婷、蘇珩驊 196 ⼀反思觀察的類型得分最低（4.12），說明學⽣更傾向於觀摩真實的課堂。此外，得分相對較低的是以⼩組為單位的教學實踐練習（A5，4.54分）和以⼩組為單位的教學實踐（A9，4.38分），可⾒學⽣對於合作學習的形式接受度相對較低。值得⼀提的是第 10 周以⼩組為單位的教學實踐為考核項⽬打分較低，可能也來源於考核的壓⼒。今後將針對學⽣對於合作學習的情感態度進⾏進⼀步的研究，同時進⼀步明確合作任務的分配和具體要求。 表4：教學活動對教學能力提升的效用評價結果 學⽣對教學技能的⾃我評估整體呈現中等偏上⽔準，平均分為 3.72。在七項教學能⼒評估中，「在教學實踐中，我很重視互動與反饋（S7，4）」，「在教學實踐中，我能夠有效地設計板書，準備演⽰幻燈⽚、教學輔助⼯具和其他補充材料（S4，3.92）」和「我可以合理地設計與教學⽬標相契合的教學內容及教學活動（S3，3.88）」這三051015202530354045501 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26A10. 教案的修改過程A9. 以小組為單位的教學實踐A8. 教師給教案的反饋A7. 觀摩澳科大實習生的教學A6. 觀摩教學錄像A5. 以小組為單位的教學實踐練習A4. 撰寫教案A3. 觀摩同學的教學實踐A2. 教學案例討論及分析A1.以教學環節（導入、講解、操練、小結與作業）為單位的個人教學實踐

基於體驗學習理論的國際中文教育人才培養模式 197 項能⼒學⽣⾃評分數最⾼。這表明學⽣對⾃⼰教學資源選擇與利⽤、學習評估與反饋的能⼒較有信⼼。與此同時，學⽣認為「根據學習者的年齡、⽂化背景、語⾔⽔準、學習需求等擬定適當的教學⽬標（S2）」和「使⽤符合學⽣⽔準的教學語⾔來開展教學（S5）」完成度相對較低，均分為 3.58。這⼀結果和學⽣接觸留學⽣的機會較少，缺乏教學實踐經驗密切相關，符合實際情況。儘管在上⼀維度的打分中學⽣認為「教案的修改過程」和「撰寫教案」對提升教學能⼒很有幫助，但是⾃評時，學⽣對於「我已經掌握撰寫教案的原則和⽅法（S1，3.58）」仍然缺乏信⼼。這從側⾯反映撰寫教案是漢教⽣培養過程中的⼀個重點和難點，今後我們將開發基於知識庫的 AI助教，由 AI助教扮演國際⽣，幫助漢教⽣練習教學過程，進⽽提升教案撰寫能⼒。 最後⼀個維度的評估圍繞教學反思和專業發展規劃展開。教學反思⽅⾯由三個問題構成：我能夠結合⽼師的反饋以及觀摩所得來修改教案（R3，4.38）︔我能夠通過觀察找出⽼師（包括澳科⼤實習⽣、教學視頻中的⽼師）的優點，並把它們運⽤到我⾃⼰的教學實踐裡（R2，4.31）︔我能夠在觀察同學的教學實踐之後與他們交流並從中學習（R3，4.15）。從分數分佈情況可以看出，學⽣在反思觀察的過程中更傾向於依賴權威，比如⽼師或者學長學姐，認為從同伴身上學習受益較⼩。專業發展規劃相關的問題中，⼤部分學⽣期待「未來有機會參與中⽂教學、⽂化和研究活動（A2，4.42）」，⽽「我的畢業論⽂會和中⽂教學相關（A2，4.19）」和「這個學期之後，我也會抓住機會盡可能地去進⾏教學實踐（A2，4.15）」這兩個涉及今後規劃的問題分數相對較低，雖然在⼤三階段部分學⽣對於⾃⼰的發展沒有確定的⽅向，但是超過半數受訪者明確將來計畫成為國際中⽂教師，潛在從業意願較⾼。為更好地幫助學⽣建⽴專業發展規劃意識，今後計畫邀請⼀線教師、已經畢業的學長學姐分享真實的成長軌跡，給學⽣提供幫助和指引。 六、結語 2022 年發佈《國際中⽂教師專業能⼒標準》，將專業技能和專業實踐提到與專業知識同等重要的地位。我們在設計國際漢語教育本科專業培養⽅案時參照《標準》的要求，專業知識學習與專業技能培養、專業實踐齊頭並進，在本科階段就給學⽣

聞婷、蘇珩驊 198 提供實踐機會，從本項研究的結果可以得知學⽣認為教學實踐對教學能⼒的提升很有幫助，但是可能受到學習風格所限，學⽣更傾向於以個體為單位的實踐。《標準》還強調了國際中⽂教師終身學習與持續發展的意識和能⼒的培養，我們在西浦探索了基於體驗學習理論的課程設計，通過「具體體驗—反思觀察—抽象概括—主動實踐」四個階段的循環，促使學⽣在今後的成長路徑中主動去實踐這⼀動態的學習模式，⼤部分學⽣在學完中⽂語法教學課後願意參與與專業發展相關的實踐活動，在其他專業課程的設計中，我們也會注意提供相關的機會，使體驗學習理論貫穿西浦國際漢語教育本科專業培養的始終。 國際中⽂教育學科在不斷變化，推動國際中⽂教育事業⾼质量发展的重要舉措之⼀是加强师资培养培训，构建更加坚实的⼈才⽀撑⼒。27 作為⼈才培養鏈第⼀環，本科階段的⼈才培養不應局限在單⼀學科內，⽽應培養知識、能⼒、素養兼備的複合型⼈才，以應對複雜、多樣的需求。此外，國內外對不同類型、不同層次國際中⽂⼈才的需求⽇益增加，以往⼈才培養類型單⼀、層次結構不合理等問題急需調整。從⼈才發展的角度來說，在今後的學習、過程中形成螺旋上升的意識，掌握具體的⽅法對終身學習至關重要。今後，我們將繼續深入研究以終身學習為⽬標的⼈才培養模式，將 AI輔助教學和實踐性知識培養結合起來，探索「實踐—反思—創新」的終身學習⽣態。 27 鬱雲峰，〈推動國際中文教育高質量發展 服務教育強國建設〉，《中國教育報》（2024），瀏覽日 期 為 2025 年 5 月 2 日 。http://www.moe.gov.cn/jyb_xwfb/moe_2082/2024/2024_zl13/202411/t20241113_1162611.html。

基於體驗學習理論的國際中文教育人才培養模式 199 徵引書目 [1] 陳向明，〈實踐性知識：教師專業發展的知識基礎〉，《北京⼤學教育評論》，第1期（2003），104-112。 [2] 丁安琪、宋豔傑〈《國際中⽂教育中⽂⽔準等級標準》視角下的中⽂師資培養與能⼒建設〉，《國際漢語教學研究》，第1期（2023），03-10。 [3] 馮麗萍、薑凝馨、葉⼀帆，〈《國際中⽂教師專業能⼒標準》的特徵與應⽤分析〉，《國際中⽂教育》，第1期（2023），20-26。 [4] 孔⼦學院總部，國家漢辦，《國際漢語教師證書⾯試指南》，北京：⼈民教育出版社，2016。 [5] 李昊天，賴傳祥，〈基於線上教學環境的國際中⽂教師實踐性知識發展實證研究〉，《國際漢語教學研究》，第2期（2022），56-63。 [6] 世界漢語教學學會，「國際中⽂教師專業能⼒標準」，流覽⽇期為2025年5⽉4⽇，http://www.shihan.org.cn/index/build/list.html?page=1。 [7] 孫春蘭，國際中⽂教育⼤會主旨演講，新華社（2022）。流覽⽇期為2025年5⽉4 ⽇ ， https://www.gov.cn/xinwen/2022-12/09/content_5730892.htm?eqid=bcbf74210001a5c7000000036467377d 。 [8] 王丹，吉曉光，劉曉明，〈⾼校漢語國際教育本科專業實踐教學體系構建研究〉，《河北北⽅學院學報（社會科學版）》，第3期（2020），83-85。 [9] 王淑華，〈關於漢語國際教育本科專業課程設置的思考—基於《普通⾼等學校本科專業⽬錄和專業介紹（2012年）》的討論〉，《雲南師範⼤學學報（對外漢語教學與研究版）》，第1期（2017），23-31。 [10] 王添淼，〈成為反思性實踐者—由國際漢語教師標準引發的思考〉，《語⾔教學與研究》，第2期（2010），25-30。 [11] 伍新春，《體驗學習》，北京：⼈民郵電出版社，2023，10。 [12] 吳勇毅，〈漢語國際教育本科專業建設芻議〉，《國際漢語教育》，第3期（2020），5-11。 [13] 楊⾸華，⽑⼒群，〈職前國際中⽂教師教學反思的三維研究—基於教學視頻刺激回憶報告的分析〉，《教育與教學研究》，第10期（2023），81-93。

聞婷、蘇珩驊 200 [14] 郁雲峰，〈推動國際中⽂教育⾼質量發展 服務教育強國建設〉，《中國教育報》（ 2024 ） ， 瀏 覽 ⽇ 期 為 2025 年 5 ⽉ 2 ⽇ ，http://www.moe.gov.cn/jyb_xwfb/moe_2082/2024/2024_zl13/202411/t20241113_1162611.html。 [15] 張黎，王志尚，〈本科漢語國際教育專業畢業⽣去向及相關情況調查—以北京語⾔⼤學為例〉，《國際漢語教學研究》，第1期（2022），78-96。 [16] American Council on the Teaching of Foreign Languages, 2012. “ACTFL Proficiency Guidelines 2012.” Accessed May 4, 2024. https://www.actfl.org/search?q=ACTFL+Proficiency+Guidelines+2012. [17] Aristotle, Nicomachean Ethics, Book 2, Chase translation, 1911. [18] Cheng, S.-C., Hwang, G.-J., & Chen, C.-H., “From Reflective Observation to Active Learning: A Mobile Experiential Learning Approach for Environmental Science Education.” British Journal of Educational Technology. (2019) Accessed June 20, 2024. https://doi.org/10.1111/bjet.12845. [19] Cohen, J., Statistical Power Analysis for the Behavioral Sciences (2nd ed.), (Lawrence Erlbaum Associates, 1988). [20] Dixon, N. M., Adams, D. E., & Cullins, R., “Learning Style,” in Assessment, Development, and Measurement, (American Society for Training and Development, 1997) ,41. [21] Gao, L., “Experiential Learning and Foreign Language Teaching: Native Chinese Teachers’ Experiences of Teaching Chinese as a Foreign Language to American College Students and Learning Abroad at a Midwest Private Liberal Arts College,” abstract (PhD diss., Dissertation Abstracts International, 2015), http://www.pqdtcn.com/thesisDetails/B4654B79705026390327AA60EE2D2E03. Accessed May 4, 2025. [22] Felicia, P., Handbook of Research on Improving Learning and Motivation, (IGI Global, 2011), EPUB,1003. [23] Beard, C., The Experiential Learning Toolkit: Blending Practice with Concepts, (Kogan Page Publishers, 2010), 50-80.

基於體驗學習理論的國際中文教育人才培養模式 201 [24] Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development, (Englewood Cliffs, NJ: Prentice Hall, 1984), 21. [25] Kolb, D. A., Boyatzis, R. E., & Mainemelis, C., “Experiential Learning Theory: Previous Research and New Directions,” in Perspectives on Thinking, Learning, and Cognitive Styles, eds. R. J. Sternberg and L.-f. Zhang (Mahwah, NJ: Lawrence Erlbaum Associates Publishers, 2001), 9-11. [26] Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development, 2nd ed. (Upper Saddle River, NJ: Pearson Education, 2015), 63-98. [27] Lee, J. F. (2019). Experiential Teacher Education - Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project. Australian Journal of Teacher Education, 44(1). Accessed April 28, 2025. https://doi.org/10.14221/ajte.2018v44n1.1 [28] Moon, J., A Handbook of Reflective and Experiential Learning: Theory and Practice, 2nd ed. (London: Routledge Falmer, 2004), 27-28. [29] Morris, T. H. (2020). Experiential learning: A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), pp. 1744-5191. Accessed April 28, 2025. https://doi.org/10.1080/10494820.2019.1570279.

聞婷、蘇珩驊 202 第㆒作者簡介 聞婷，西交利物浦大學語言學院現代語言中心講師，研究方向為技術輔助的中文教學、商務漢語、漢語語法教學 通訊電郵：Ting.Wen@xjtlu.edu.cn 通訊地址：江蘇省蘇州市工業園區仁愛路 111號西交利物浦大學 574室 通訊作者簡介 蘇珩驊，西交利物浦大學語言學院現代語言中心主任、高級副教授，研究方向為國際中文教育、二語習得、漢語語言學 通訊電郵：Henghua.Su@xjtlu.edu.cn 通訊地址：江蘇省蘇州市工業園區仁愛路 111號西交利物浦大學 567室

澳門科技大學學報(人文社會科學版)第十九卷第二期 世漢學會國際中文教育研究專欄 二零二五年六月，頁 203-234 DOI: 10.58664/mustjournal.2025.06.009 203 國際中文教育數字化研究（2000－2023）： 基於全球視野的文獻計量比較* 姜帥 1、賀佳怡 （1.北京大學對外漢語教育學院博士後） 摘要：數字技術與語言教學交叉融合的趨勢刺激世界範圍內國際中文教育數字化的實踐與研究，但目前仍缺乏對該領域發展的全面說明。為綜合展現領域研究現狀，文章以 2000-2023年公開發表的 276篇中文文獻和 144篇外文文獻為數據池，採用文獻計量方法，借助知識可視化軟件 CiteSpace繪制相關圖譜。通過對階段性發文趨勢、集中載文刊物、核心作者與機構、高被引文獻、關鍵詞等維度的分析，研究描繪領域發展的整體面貌和中外文獻研究的差異，並以此為基礎對中外刊物、國際中文教育數字化相關研究人員、機構與出版物提出相應建議與展望，以期推動領域未來實踐與研究的進步和全球中文教育的高質量發展。 關鍵詞：國際中文教育、數字化、文獻計量分析 * 收稿日期：2024年 11月 28日；通過日期：2025年 5月 21日。

姜帥、賀佳怡 204 Research on the Digitalization of International Chinese Language Education (2000-2023): A Bibliometric Analysis from a Global Perspective Jiang, Shuai1; He, Jiayi (1.Post-doctoral Fellow, School of Chinese as a Second Language, Peking University) Abstract: The convergence of digital technology and language instruction has sparked a surge in the practice and research on digitalized international Chinese language education worldwide. However, a comprehensive overview of the field's evolution remains lacking. To systematically present the current research landscape, this study utilizes a dataset comprising 276 Chinese and 144 English articles from 2000 to 2023, retrieved from the China National Knowledge Infrastructure (CNKI) and the Web of Science (WoS) databases. Employing bibliometric methods and the knowledge visualization tool CiteSpace, the study generates scientific knowledge maps. By analyzing publication trends in different phases, prominent journals, core authors and institutes, highly cited works, keywords, and other dimensions, this study outlines the overall development trajectory of the field and highlights differences between Chinese and English literature. Based on these findings, the study provides recommendations for journals, researchers, institutions, and publications involved in the digitalization of international Chinese language education, aiming to advance future practices and research in the field and promote the high-quality development of global Chinese education. Keywords: International Chinese Language Education; Digitalization; Bibliometric analysis

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 205 一、引言 正如 Prensky所述，⼆⼗⼀世紀的特點是更加巨⼤的指數級技術變⾰。1 如今，科學技術的迅猛發展對教育的影響已不⾔⽽喻。技術在外語教育中的廣泛使⽤，⼤⼤增加了對這⼀領域的研究需求。⾃移動互聯網在全球普及以來，關於第⼆語⾔習得背景下使⽤新興數字技術⼯具的研究及相關綜述層出不窮，如計算機輔助語⾔學習（Computer Assisted Language Learning, CALL），2 移動輔助語⾔學習（Mobile Assisted Language Learning, MALL），3 增強現實（Augmented Reality, AR）技術⽀持的語⾔學習等。4 然⽽，上述研究⼤多局限於英語作為第⼆語⾔的範圍內。過去的⼆⼗餘年，漢語作為重要的外語或第⼆語⾔在全世界越來越多地被教授和學習。截至 2023年底，已有⼀百九⼗多個國家和地區開展中⽂教育，八⼗五個國家將中⽂納入國民教育體系，海外各國正在學習中⽂的⼈數超 3000萬，累計學習和使⽤中⽂的⼈數近兩億。5 聚焦海內外中⽂學習者對國際中⽂教育發展的新需求，搭建新教育平臺，創新教育教學⽅式，構建以新型信息技術為內在⽀撐的國際中⽂教育新業態被提升到國家戰略⾼度。順應時代要求，將數字技術融入漢語作為第⼆語⾔的教學受到海內外各研究學者和機構的重視，相關研究成果也由此激增。 對以往研究結果的系統回顧可以為研究⼈員提供深入的⾒解並幫助避免主題重疊，為⽇後的研究打下堅實基礎。為更好指明國際中⽂教育數字化的前進⽅向，有必要對領域研究狀況進⾏系統陳述。然⽽，對相關⽂獻進⾏梳理後我們發現，盡管海內外關於國際中⽂教育數字化的研究已不在少數，但其中⼤多是基於實驗設計，關於具體技術在漢語作為第⼆語⾔教學中的應⽤研究，包括計算機介導通信 1 Prensky, Marc, “How to Teach with Technology: Keeping Both Teachers and Students Comfortable in an Era of Exponential Change,” Emerging Technologies for Learning 2.4 (Coventry: 2007): 40-46. 2 Liu, Min, et al., “A Look at the Research on Computer-Based Technology Use in Second Language Learning: A Review of the Literature from 1990-2000,” Journal of Research on Technology in Education 34.3 (London: 2002.03): 250-273. 3 Burston, Jack, “Twenty Years of MALL Project Implementation: A Meta-Analysis of Learning Outcomes,” ReCALL 27.1 (Cambridge: 2014.03): 4-20. 4 Min, Wenhe, and Yu, Zhonggen, “A Bibliometric Analysis of Augmented Reality in Language Learning,” Sustainability 15.9 (Basel: 2023.04): 7235. 5 中華人民共和國教育部，「中文服務世界 開放引領未來」，中國教育報，瀏覽日期為 2024 年 1月 19日，http://www.moe.gov.cn/jyb_xwfb/s5147/202312/t20231211_1094074.htm。

姜帥、賀佳怡 206 （Computer-Mediated Communication, CMC）、6 遠程協作學習、7 遠程交互式教學等。8 關於國際中⽂教育數字化的整體發展，學界尚缺少系統的相關綜述類⽂章。特別是定量分析⽅⾯，盡管張雪梅，王⼦蘊結合近五年相關⽂獻進⾏了探索，9 姜帥，趙楊也梳理了新世紀以來國際中⽂教育數字化發展的現狀。10 上述⽂章僅聚焦中國⼤陸地區的研究成果。由於中國⼤陸地區研究⼈員相對來說較少參與發表國際期刊論⽂，11 且海內外在學術傳統和實踐上存在差異，12 研究⼈員之間的交流也相對有限，中外⽂獻中的國際中⽂教育數字化研究呈現出相對獨⽴的狀態，存在⼀定程度的脫節。因此，對中外⽂獻中的國際中⽂教育數字化研究進⾏全⾯的、對比性的綜述至關重要。這將有助於領域研究⼈員更⼤範圍地相互瞭解，交流共享研究成果，以便在未來尋求共同⽅向，進⾏更富成效的合作。 基於此，⽂章遵循搜索、掃描和寫作三個進⾏⽂獻綜述時的主要步驟，結合近⼆⼗年領域中⽂核⼼和重要期刊以及國際權威英⽂期刊中的相關研究成果，通過⽂獻計量的⽅法，試圖回答以下研究問題： （1）近⼆⼗年國際中⽂教育數字化研究的整體趨勢是什麼？ （2）集中刊載國際中⽂教育數字化研究成果的期刊有哪些？ （3）哪些研究作者和機構對國際中⽂教育數字化研究的貢獻最⼤？ 6 Wang, Mengdi, and Devitt, Ann, “A Systematic Review of Computer-Mediated Communications in Chinese as a Foreign Language from 2008 to 2022: Research Contexts, Theoretical Foundations and Methodology, Affordances and Limitations,” Language Teaching Research (London: 2022.11): 13621688221132475. 7 Luo, Han, and Yang, Chunsheng, “Twenty Years of Telecollaborative Practice: Implications for Teaching Chinese as a Foreign Language,” Computer Assisted Language Learning 31.5-6 (Abingdon: 2018.01): 546. 8 劉程、安然，〈國外遠程交互式教學研究及其在對外漢語教學中的應用綜述〉，《中國遠程教育》，第 12期（北京：2011.12），35-40。 9 張雪梅、王子蘊，〈國際中文教育數字化發展的前景與挑戰〉，《雲南師範大學學報（對外漢語教學與研究版）》，第 5期（昆明：2023.09），10-17。 10 姜帥、趙楊，〈國際中文教育數字化研究狀況與趨勢—基於 CNKI 2000—2023年文獻的可視化分析〉，《青海民族大學學報(社會科學版)》，第 2期（西寧：2024.06），182-192。 11 Gong, Yang, Lyu, Boning, and Gao, Xuesong, “Research on Teaching Chinese as a Second or Foreign Language in and Outside Mainland China: A Bibliometric Analysis,” The Asia-Pacific Education Researcher 27.4 (Manila: 2018.05): 277-289. 12 Gao, Xuesong (Andy), Liao, Yanyi, and Li, Yuxia, “Empirical Studies on Foreign Language Learning and Teaching in China (2008-2011): A Review of Selected Research,” Language Teaching 47.1 (Cambridge: 2013.12): 56-79.

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 207 （4）⼆⼗餘年來，中外⽂獻中的國際中⽂教育數字化相關研究在⽅法和重點⽅⾯是否相同？具體存在哪些差異？ 二、研究設計 （㆒）、關鍵概念界定 在⽂獻檢索之前，有必要對「國際中⽂教育數字化」這⼀概念進⾏明確定義，以便確定相關主題術語，在數據庫中進⾏精准檢索。數字化指的是將傳統的基於紙張的任務或過程轉換為便於計算機訪問、存儲和傳輸信息的數字形式的社會技術過程。13 在過去的三⼗年，隨著數字化技術的普及和加速，其對改進和創新教育做出了巨⼤貢獻。學習者和教育⼯作者可以通過各種便攜式和個性化的數字設備獲得前所未有的信息和通信，教室及其他學習環境充斥著各種數字資源，越來越多的教育⼯作在「虛擬」基礎上進⾏。已有研究表明，各種 Web 2.0 技術已被樂觀地整合到第⼆語⾔課程中。14 漢語作為第⼆語⾔的教學也不例外，國際中⽂教育早在本世紀初便開始了與數字技術融合的探索。國際中⽂教育數字化作為⼀個內涵豐富的概念，包括以技術⼿段為⽀撐進⾏線上教學、數字教材以及教學理念、教學平臺等⽅⾯的更新。15 （㆓）、數據來源與采集策略 本研究選取CNKI和Web of Science（以下簡稱WoS）核⼼合集（Core Collection）作為⽂獻數據來源。CNKI是中國⼤陸最權威、最全⾯的中⽂學術資源庫，能夠充分覆蓋中⽂教育領域的研究︔WoS則是全球最重要的科學引⽂信息平臺之⼀，其核⼼ 13 Bloomberg, Jason, “Digitization, Digitalization, and Digital Transformation: Confuse Them at Your Peril,” Forbes 28.2019 (Washington: 2018): 1-6. 14 Jin, Li, “Digital Affordances on WeChat: Learning Chinese as a Second Language,” Computer Assisted Language Learning 31.1-2 (Abingdon: 2017.09): 27–52. 15 張雪梅、王子蘊，〈國際中文教育數字化發展的前景與挑戰〉，10-17。

姜帥、賀佳怡 208 合集被公認為「最權威的研究出版物和引⽂數據庫」。16 相較於 SCOPUS和 ERIC等數據庫，WoS在⽂獻覆蓋廣度、國際學術認可度與普及度、使⽤便捷性等⽅⾯具有顯著優勢。因此，綜合考慮數據獲取的便利性及研究主題的相關性，選擇上述兩個數據庫作為數據來源，以更好地滿⾜本研究需求。 具體⽽⾔，WoS核⼼合集的檢索範圍包括 SSCI（Social Sciences Citation Index）和 AHCI（Arts & Humanities Citation Index）兩⼤權威⼦庫。盡管 SCIE（Science Citation Index Expanded）數據庫也是WoS核⼼合集的重要組成部分和全球公認的權威學術數據庫之⼀，其主要涵蓋農業科學、⽣物科學、環境科學、醫學與⽣命科學等⾃然科學領域的學術成果。經初步檢索分析，該數據庫中與本⽂研究主題契合的⽂獻數量有限，零星符合研究需求的⽂章亦收錄於 SSCI數據庫。因此，基於研究主題的適切性以及數據的⾼效篩選考量，本⽂最終將 WoS 核⼼合集的檢索範圍限定於 SSCI和 AHCI，以確保所收集數據的相關性和學術價值。 為保證檢索數據的全⾯，研究在界定相關概念的基礎上，結合中外學科重要期刊已有相關⽂獻的研究⽅向，經多輪檢索測試，使⽤數據庫⾼級檢索功能，採⽤布爾運算符優化檢索邏輯。具體檢索式如表 1所⽰，檢索時間限定為 2000年 1⽉ 1⽇至 2023年 12⽉ 31⽇。 表1、研究文獻檢索邏輯式 數據庫 檢索邏輯式 CNKI （中文檢索） 主題：對外漢語 ＋ 國際中文教育 ＋ 國際漢語教育 AND 主題：在線教學 ＋ 在線 ＋ 數字化 ＋ AI ＋ 技術 ＋ 數字 ＋ 數智 ＋ 信息化 ＋ 因特網 ＋ 遠程 ＋ MOOC ＋ 網絡 ＋ 互聯網 ＋ 慕課 ＋ 線上 ＋線上線下 ＋ 混合 ＋ 移動學習 ＋ 人工智能 ＋ 智慧 WoS （英文檢索） SU＝（Education & Education Research OR Linguistics） AND TS＝ （teaching Chinese as a second language OR teaching Chinese as a foreign language OR international Chinese education OR TCSL OR TCEL OR CSL） AND TS＝ （digital＊ OR techn＊ OR mobile OR VR OR artificial intelligence OR online OR MOOC OR Internet OR distance education OR blended OR AI OR MALL OR CALL OR multimedia OR hypermedia OR web OR web-based OR e-learning OR platform OR computer OR flip＊ OR informa＊ OR assist＊ OR software OR virtual） 16 Birkle, Caroline, et al., “Web of Science as a Data Source for Research on Scientific and Scholarly Activity,” Quantitative Science Studies 1.1 (Cambridge: 2020.02): 363-376.

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 209 依據上述檢索公式，分別從 CNKI數據庫和WoS數據庫中獲取 1270篇中⽂⽂獻和 395篇外⽂⽂獻。以此為基礎，將中⽂⽂獻的納入標准限定為北京⼤學核⼼期刊和中⽂社會科學引⽂索引（Chinese Social Sciences Citation Index, CSSCI）期刊，並將英⽂⽂獻的採集範圍確定為WoS核⼼合集。逐⼀瀏覽、分類，過濾書評、不相關和重複論⽂後，共獲得中⽂有效⽂獻 171篇，外⽂有效⽂獻 82篇。為保證採集的全⾯，對於中⽂⽂獻，我們將收⽂範圍適當擴⼤，將《華⽂教學與研究》、《雲南師範⼤學學報（對外漢語教學與研究版）》等雖不在限定範圍內，但數字化相關⽂獻發⽂量⼤，受領域內專家學者認可且具有⼀定的影響⼒的期刊納入考察範圍︔對於外⽂⽂獻，我們另外查閱 Computer Assisted Language Learning、Language Learning & Technology和 Applied Linguistics Review等國際中⽂教育數字化研究主要載⽂刊物，采⽤「滾雪球法」，17 對已確定的有效相關⽂獻的參考⽂獻列表進⾏了篩查。經過上述流程，結合筆者對所納⽂獻標題與摘要的深入評估，最終確定 276篇中⽂⽂獻和144篇外⽂⽂獻。數據最終採集⽇期為 2024年 1⽉ 18⽇。 （㆔）、分析工具 研究採⽤⽂獻計量分析⽅法，主要使⽤ CiteSpace軟件來識別、解釋和評估近⼆⼗年來海內外國際中⽂教育數字化的研究成果。CiteSpace通過提供可視化知識共現圖譜的⽅式闡明領域研究的基本狀況，⽂獻和作者之間的相互聯系，已成為分析科學⽂獻所屬研究領域發展趨勢和錯綜複雜關系的強⼤⼯具。我們將確定的 276篇中⽂⽂獻和 144篇外⽂⽂獻以純⽂本格式分別導出並存儲後進入 CiteSpace⾼級版（版本為 6.2.R2），設置時間跨度為 2000-2023年，時間切⽚為 1年，數據修剪模式採⽤pathfinder、pruning sliced networks和 pruning the merged network，剩餘參數均為系統默認值，通過運⽤軟件中的 Author（作者）、Institution（機構）、Keywords（關鍵詞）等節點類型分析，直觀呈現出新世紀以來國際中⽂教育數字化領域在世界範圍內的研究狀況和研究熱點。 17 Biernacki, Patrick, and Waldorf, Dan, “Snowball Sampling: Problems and Techniques of Chain Referral Sampling,” Sociological Methods & Research 10.2 (California: 1981.11): 141-163.

姜帥、賀佳怡 210 三、結果與討論 （㆒）、總體趨勢 年度發⽂情況可以體現出研究領域的活躍度和總體趨勢。圖 1全⾯呈現了 2000-2023年間國際中⽂教育數字化相關中外⽂獻的年度分布情況。 圖1、2000－2023年中外文獻增長趨勢比較圖 總體⽽⾔，領域前期研究成果較少，但研究數量隨時間推移呈波動上升趨勢，並呈現出若幹關鍵的時間節點特徵。通過對比觀察可以發現，過去⼆⼗餘年間，中⽂⽂獻發⽂量長期領先於外⽂⽂獻。外⽂⽂獻⾸次發表於 2005年，標志著國際學術界對該領域的初步關注。然⽽，2006年和 2007年的發⽂量再次回落至零，2008年起，外⽂⽂獻的發表開始呈現連續性，並在隨後逐步增長。與此同時，中⽂⽂獻的發⽂量⾃ 2000年起逐步增長，直到 2019年，國際中⽂教育數字化的研究仍主要集中在中⽂⽂獻中，反映出中國⼤陸學術界對國際中⽂教育數字化研究的持續投入，並在該領域的研究探索⽅⾯形成了⼀定的積累。 然⽽，隨著全球教育格局的變化，尤其是 2020年 COVID-19疫情的爆發，國際中⽂教育數字化的研究逐漸從中⽂學術界向全球學術界擴展，海內外相關研究數量均⼤幅提升，遠超前⼗年平均⽔平。該現象除了與中國綜合國⼒的提升推動世界中

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 211 ⽂教育的實踐與研究積極向好發展以及數字化技術的普及有關之外，可能更多是由世界中⽂或語⾔教育研究者在 COVID-19全球⼤流⾏影響下，為確保學習連續性尋求解決⽅案的實踐推動的。COVID-19 的爆發無疑加速了國際中⽂教育數字化研究的擴展，同時也推動了該領域研究從中⽂學術界向全球學術界的轉型，反映了全球中⽂教育在後疫情時代的新需求與發展趨勢。未來，隨著全球範圍內教育數字化的普及和中⽂教育需求的增長，預計國際中⽂教育數字化領域將湧現出更多跨地區、跨語⾔的學術成果。 （㆓）、期刊分析 研究領域成熟度的⼀個關鍵指標是某些期刊上發表⽂獻的集中度。18 表 2顯⽰2000-2023年刊載國際中⽂教育數字化相關研究成果數量排名前⼗的期刊。 表2、2000－2023年刊載國際中文教育數字化研究成果數量排名前十的期刊 序號 期刊名稱 發文量（篇） 占比（％） 期刊語言 1 《漢字文化》 51 12.14 中文 2 《雲南師範大學學報（對外漢語教學與研究版）》 33 7.86 中文 3 《COMPUTER ASSISTED LANGUAGE LEARNING》 31 7.38 英文 4 《語言教學與研究》 22 5.24 中文 5 《國際漢語教學研究》 13 3.10 中文 SYSTEM 英文 LANGUAGE LEARNING & TECHNOLOGY 英文 8 《世界漢語教學》 11 2.62 中文 9 《現代教育技術》 10 2.38 中文 AUSTRALASIAN JOURNAL OF EDUCATIONAL TECNOLOGY 英文 由表 2可以發現，國際中⽂教育數字化研究成果在中外期刊中的分布呈現出相當集中的狀態，近 50%的研究成果發表在發⽂量排名前 10的期刊中。以年平均發⽂量為界，《漢字⽂化》、《雲南師範⼤學學報（對外漢語教學與研究版）》、COMPUTER 18 Kosmützky, Anna, and Putty, Rahul, “Transcending Borders and Traversing Boundaries,” Journal of Studies in International Education 20.1 (California: 2015.09): 8-33.

姜帥、賀佳怡 212 ASSISTED LANGUAGE LEARNING和《語⾔教學與研究》是領域研究成果的主要聚集地。這說明世界範圍內的國際中⽂教育數字化研究已出現⽂獻集中刊載刊物，已形成受學界內認可、在⼀定程度上能代表領域研究⽔平和發展⽅向的領域重視期刊，但相對來說中⽂期刊對國際中⽂教育數字化的研究成果給予了更多的⽀持。 根據所屬學科對排名前⼗的中外期刊進⾏分類後，我們發現國際中⽂教育數字化的中⽂研究成果不僅受到應⽤語⾔學期刊（如《語⾔教學與研究》）和教育技術類期刊（如《現代教育技術》）的⽀持，更為重要的是，在該研究領域，中⽂⽂獻有其集中的、專業性的刊載平臺，如《世界漢語教學》《國際漢語教學研究》等國際中⽂教育專業的學術刊物。然⽽，國際中⽂教育在中國⼤陸以外似乎仍是⼀個非專業的研究領域，缺乏⾜夠的專⾨化學術成果發表平臺。盡管當前 Emerging Sources Citation Index（ESCI）數據庫中已收錄 Journal of Technology and Chinese Language Teaching這⼀專業外⽂刊物，該數據庫作為⼀個新興的來源引⽂索引，主要收錄那些正在發展中、具有潛⼒，或正在被其他索引觀察的學術期刊，權威性及影響⼒尚不如 SCIE、SSCI、AHCI 三⼤⼦庫。在本研究所選⽤的兩⼤權威⼦庫中，我們並未發現其他專⾨刊載中⽂教育研究成果的外⽂期刊。研究最終所取全部相關外⽂⽂獻均由 CALL期刊（如 COMPUTER ASSISTED LANGUAGE LEARNING）、教育技術期刊（如AUSTRALASIAN JOURNAL OF EDUCATIONAL TECNOLOGY）和應⽤語⾔學期刊（如FOREIGN LANGUAGE ANNALS）刊載。不過，這⼀結果也側⾯印證國際中⽂教育數字化研究的跨學科性質和巨⼤的發展潛⼒。 （㆔）、核心作者與機構分析 核⼼作者具有引領領域學術研究的作⽤，在⼀定程度上可以左右該領域研究的熱點和⽅向。19 對中外⽂獻所顯⽰的國際中⽂教育數字化研究核⼼作者及研究機構，我們根據普賴斯定律的計算公式（M=0.749√Nmax，其中M為發⽂量臨界值，⽤以界定核⼼作者／研究機構︔Nmax 為統計範圍內發⽂量最⾼作者／研究機構的發⽂數量）進⾏了確定。其中核⼼作者共 38⼈（發⽂量⼤於等於 3篇），核⼼研究機構 19 Koon, Vui-Yee, “Mobile Learning and Humanistic Education: A Science Mapping Approach,” Interactive Learning Environments 31.10 (Abingdon: 2022.04): 1-18.

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 213 共 21個（發⽂量⼤於等於 4篇）。詳⾒表 3和表 4。 表3、國際中文教育數字化研究核心作者 排序 作者 發文量（篇） 單位 所屬國家/地區 1 鄭豔群 15 北京語言大學 中國大陸（北京） 2 徐娟 9 北京語言大學 中國大陸（北京） 3 Wong, Lung-Hsiang 9 南洋理工大學 新加坡 4 Lan, Yu-Ju 8 臺灣師範大學 中國臺灣 5 梁宇 7 北京語言大學 中國大陸（北京） 6 吳應輝 7 北京語言大學 中國大陸（北京） 7 李寶貴 5 遼寧師範大學 中國大陸（大連） 8 Chai, Ching Sing 5 南洋理工大學 新加坡 9 Chang, Kuo-En 5 臺灣師範大學 中國臺灣 10 Hong, Jon-Chao 5 臺灣師範大學 中國臺灣 11 馬瑞裬 4 北京語言大學 中國大陸（北京） 12 劉玉屏 4 中央民族大學 中國大陸（北京） 13 劉曉海 4 北京語言大學 中國大陸（北京） 14 張屹 4 華中師範大學 中國大陸（武漢） 15 崔希亮 4 北京語言大學 中國大陸（北京） 16 Chin, Chee Kuen 4 南洋理工大學 新加坡 17 Hwang, Ming-Yueh 4 臺灣師範大學 中國臺灣 18 Lin, Chien-Yu 4 臺灣師範大學 中國臺灣 19 Sung, Yao-Ting 4 臺灣師範大學 中國臺灣 20 Tai, Kai-Hsin 4 臺灣師範大學 中國臺灣 21 饒高琦 3 北京語言大學 中國大陸（北京） 22 馮麗萍 3 北京師範大學 中國大陸（北京） 23 丁安琪 3 華東師範大學 中國大陸（上海） 24 史豔嵐 3 北京語言大學 中國大陸（北京） 25 劉利 3 北京語言大學 中國大陸（北京） 26 郭晶 3 法國格勒諾布爾大學 法國 27 宋繼華 3 北京師範大學 中國大陸（北京） 28 馬佳楠 3 北京語言大學 中國大陸（北京） 29 Chen, Chen 3 北京大學 中國大陸（北京） 30 Cohen A 3 特拉維夫大學（Tel Aviv University） 以色列 31 Ezra O 3 特拉維夫大學（Tel Aviv University） 以色列 32 Jin, Li 3 德保羅大學（DePaul University） 美國 33 King, Ronnel 3 南洋理工大學 新加坡

姜帥、賀佳怡 214 B． 34 Lin, Pei-Hsin 3 國立臺灣大學 中國臺灣 35 Luo, Han 3 拉斐特學院（Lafayette College） 美國 36 Tang, Xiaofei 3 卡 內 基 梅 隆 大 學（ Carnegie Mellon University） 美國 37 Wang, Yuping 3 格 裏 菲 斯 大 學（Griffith University） 澳大利亞 38 Wen, Yun 3 南洋理工大學 新加坡 表4、國際中文教育數字化研究核心機構 序號 研究機構 發文量 所屬國家/地區 1 臺灣師範大學 22 中國臺灣 2 北京語言大學漢語國際教育研究院 17 中國大陸（北京） 3 南洋理工大學 15 新加坡 4 新加坡國立教育學院 （NATIONAL INSTITUTE OF EDUCATION NIE SINGAPORE） 13 新加坡 5 中央民族大學國際教育學院 12 中國大陸（北京） 6 北京語言大學信息科學學院 10 中國大陸（北京） 7 北京大學對外漢語教育學院 9 中國大陸（北京） 8 北京語言大學對外漢語研究中心 8 中國大陸（北京） 9 湖北工業大學外國語學院 8 中國大陸（武漢） 10 北京語言大學國際中文教育研究院 7 中國大陸（北京） 11 北京語言大學 7 中國大陸（北京） 12 香港大學 7 中國香港 13 北京語言大學語言資源高精尖創新中心 6 中國大陸（北京） 14 北京師範大學 5 中國大陸（北京） 15 華東師範大學國際漢語文化學院 4 中國大陸（上海） 16 遼寧師範大學國際教育學院 4 中國大陸（大連） 17 暨南大學華文學院 4 中國大陸（廣州） 18 卡內基梅隆大學 （CARNEGIE MELLON UNIVERSITY） 4 美國 19 香港教育大學 4 中國香港 20 賓 夕 法 尼 亞 聯 邦 高 等 教 育 系 統（ PENNSYLVANIA COMMONWEALTH SYSTEM OF HIGHER EDUCATION PCSHE） 4 美國 21 SINGAPORE CTR CHINESE LANGUAGE 4 新加坡 可以看出，雖然國際中⽂教育數字化在世界範圍內仍是⼀個相對新興的研究領域，但⾼產研究⼈員和機構已不在少數。具體來說，研究⼈員⽅⾯，北京語⾔⼤學的鄭豔群教授、徐娟教授和南洋理⼯⼤學的 Wong, Lung-Hsiang 博⼠發⽂量最⾼。研究機構⽅⾯，北京語⾔⼤學不僅是中國⼤陸地區，也是世界範圍內國際中⽂教育

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 215 數字化領域具有絕對影響⼒的研究機構，38位核⼼作者中的 11位，21個核⼼研究機構中 12個均來⾃於此。此外，臺灣師範⼤學、新加坡南洋理⼯⼤學也在領域研究中領先。從分布來看，超 50%的領先研究⼈員與機構來⾃中國⼤陸地區，其中更有九成以上來⾃北京。這意味著作為中國的教育中⼼，北京擁有⼤量⾼產的國際中⽂教育數字化研究⼈員，在推動領域研究的發展⽅⾯具有不可忽視的突出貢獻。與此同時，武漢、廣州、上海等經濟發達、教育資源豐富的城市的研究者也在推動領域發展⽅⾯發揮著至關重要的作⽤。除中國⼤陸外，中國臺灣、新加坡、澳⼤利亞、美國等地的學者也對國際中⽂教育數字化研究具有極⼤興趣。但現有核⼼作者與研究機構的來源相對來說還較為單⼀，仍局限在中國⼤陸和世界極少部分與中國具有深厚曆史⽂化淵源或本⼟華⽂教育體系完整、發展較好的國家和地區。現有的核⼼國際研究者也⼤多具有華裔背景。這也從側⾯說明國際學者對於國際中⽂教育數字化領域的關注偏少，漢語作為第⼆語⾔教學的影響⾯仍偏窄，未來中⽂教育的國際宣傳和推廣⼒度還需繼續提升。 相比於核⼼作者及機構，核⼼作者或研究機構群對學科的發展有著更⼤的引導和推動作⽤，他們能不斷地推動領域研究⾛向新⾼度。某⼀研究領域的核⼼作者或研究機構群需要核⼼作者或研究機構的發⽂總量達到該研究領域發⽂總量的 50%以上才能形成，經統計，世界範圍內國際中⽂教育數字化研究核⼼作者和核⼼研究機構的發⽂比分別為 40.24%和 41.43%，均未達到標准，故領域內尚未形成系統的「核⼼作者群」和「核⼼研究機構群」。但在對中外⽂獻核⼼作者和機構的發⽂量進⾏分別統計並計算後，我們發現：外⽂⽂獻中的國際中⽂教育數字化研究已形成較為系統的「核⼼作者群」和「核⼼研究機構群」，中⽂⽂獻反之。 此外，我們還對外⽂期刊中相關研究成果的來源進⾏了單獨統計，詳⾒表 5。20 表5、國際中文教育數字化相關外文研究成果產出前9名的國家或地區 序號 國家／地區 發文量（篇）／占比（％） 1 中國大陸 49／34.03 2 美國 38／26.39 3 中國臺灣 35／24.31 4 澳大利亞 17／11.81 20 由於中文期刊幾乎僅刊載中國大陸研究人員的研究成果，此處僅對英文文獻的來源進行具體的表格說明。

姜帥、賀佳怡 216 5 新加坡 16／11.11 6 英國 6／4.17 7 新西蘭 5／3.47 8 以色列 3／2.08 9 馬來西亞 3／2.08 中⽂期刊幾乎僅刊載來⾃中國⼤陸的研究成果，其中的中外跨境合作研究僅有9篇，佔據發⽂總量的 3.26%，更不必說世界其他地區研究者的獨⽴產出。這⼀現象反映了中⽂期刊在促進國際合作和吸納全球研究成果⽅⾯的局限性。⽽表5顯⽰出：外⽂期刊的⽂獻來源是多樣的，世界各地研究⼈員的相關成果均可發表其中，包括中國⼤陸地區。更重要的是，外⽂研究成果中超 30%來⾃中國⼤陸。可⾒近年來中國⼤陸地區的相關研究者已逐漸意識到⾃身研究成果發表的局限，在專注於中⽂期刊發表的同時，也在盡⼒地與國際社會共享研究成果。 為進⾏更深入的探討，筆者還通過 CiteSpace分別製作⽣成了中、外⽂獻的作者－機構－國家混合網絡圖譜（詳⾒圖 2、圖 3），以更直觀地展⽰中外學者之間的合作頻次及緊密度，並對比評估中外研究的具體跨境合作情況。 圖2、中文文獻作者－機構－國家混合知識圖譜

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 217 圖3：外文文獻作者－機構－國家混合知識圖譜 圖中⽂字標簽⼤⼩與發⽂量呈正相關，彼此間連線代表具有合作關系。從圖 2來看，中⽂⽂獻的國際化程度不⾼，合作的地域範圍仍然局限。⾼產的研究⼈員和機構絕⼤部分來⾃中國⼤陸地區。學者們的跨境合作關系也非常有限，幾乎僅限於與美國的合作。相比之下，圖 3的外⽂⽂獻網絡圖譜則呈現出更加多樣化的合作格局。中國⼤陸、中國臺灣、美國、新加坡和澳⼤利亞等國家／地區的研究者之間合作關系緊密。新加坡南洋理⼯⼤學、臺灣師範⼤學、美國卡內基梅隆⼤學等海內外研究機構已成為跨境合作的重要節點。進⼀步統計分析發現，144 篇外⽂⽂獻中，36 篇屬於跨境合作研究，其中更有 16 篇涉及中國⼤陸學者。此外，⾃疫情以來，跨境合作的頻次明顯增加，更多來⾃不同國家的研究者參與到國際中⽂教育數字化的研究中，中國⼤陸學者與國際學者的合作關系也逐漸加深，推動了該領域的合作網絡朝著全球化⽅向發展。

姜帥、賀佳怡 218 （㆕）、高被引文獻 某研究領域的⾼被引⽂獻通常被認為是該領域重要研究成果的記錄，梳理此類⽂獻能加深對領域研究邏輯及理論基礎的理解。前⽂已提及，在各種因素的影響下，海內外的國際中⽂教育數字化研究在⼀定程度上相互獨⽴，存在⼀定的脫節。為更好地把握中外研究在⽅法和重點上的具體差異，我們對被引量前⼗的中外⽂獻進⾏分別梳理，詳⾒表 6、表 7。 表6、被引量排名前十的中文文獻 序號 文獻標題 作者 所在刊物 出版年 被引次 1 「新冠疫情下的漢語國際教育：挑戰與對策」大家談（上） 李宇明、李秉震等 語言教學與研究 2020 485 2 全球突發公共衛生事件背景下的漢語教學》 崔希亮 世界漢語教學 2020 363 3 「新冠疫情下的漢語國際教育：挑戰與對策」大家談（下） 陸儉明、崔希亮等 語言教學與研究 2020 349 4 課堂上的網絡和網絡上的課堂——從現代教育技術看對外漢語教學的發展 鄭豔群 世界漢語教學 2001 340 5 對外漢語教材現代化芻議 王建勤 語言文字應用 2000 322 6 漢語國際推廣形勢下對外漢語教學發展新方向——基於網絡的遠程漢語教學 孟繁傑 現代遠距離教育 2010 194 6 「翻轉課堂」教學模式在對外漢語教學中的應用 孫瑞、孟瑞森、文萱 語言教學與研究 2015 194 8 簡論基於互聯網的對外漢語教學 張和生、洪芸 北京師範大學學報（人文社會科學版） 2001 193 9 「漢語國際教育線上教學模式與方法」大家談 巴丹、楊緒明等 語言教學與研究 2021 184 10 新冠疫情影響下的國際中文教育：問題與對策 王輝 語言教學與研究 2021 171 表7、被引量排名前十的外文文獻 序號 標題 第 一 作者 刊物 出版年 被引次 1 Students’ Personal and Social Meaning Making in a Chinese Idiom Mobile Learning Environment Wong, Lung-Hsiang EDUCATIONAL TECHNOLOGY & SOCIETY 2010 93 2 Digital affordances on WeChat: Jin, Li COMPUTER ASSISTED 2018 64

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 219 learning Chinese as a second language LANGUAGE LEARNING 3 Does second life improve Mandarin learning by overseas Chinese students? Lan, Yu-Ju LANGUAGE LEARNING & TECHNOLOGY 2014 57 4 Second language acquisition of Mandarin Chinese vocabulary: context of learning effects Lan, Yu-Ju ETR & D - EDUCATIOANL TECHNOLOGY RESEARCH AND DEVELOPMENT 2015 56 5 Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom Wang, Jun COMPUTER ASSISTED LANGUAGE LEARNING 2018 54 6 Investing mobile-assisted oral feedback in teaching Chinese as a second language Xu, Qi COMPUTER ASSISTED LANGUAGE LEARNING 2017 54 7 Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency Xie, Ying COMPUTER ASSISTED LANGUAGE LEARNING 2021 53 8 Teacher training in a synchronous cyber face-to-face classroom: characterizing and supporting the online teachers’ learning process Wang, Yuping COMPUTER ASSISTED LANGUAGE LEARNING 2010 50 9 A ChatBot for learning Chinese: Learning Achievement and Technology Acceptance Chen, Hsiu-Ling JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2020 47 10 Exploring Singaporean Chinese Language teacher’s Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs Chai, Ching Sing ASIA-PACIFIC EDUCATION RESEARCHER 2013 39 中⽂⽂獻的研究主要集中在兩⼤主題。第⼀，國際中⽂教育如何應對新冠疫情的影響。10 篇⾼被引⽂獻中的 4 篇及被引量排名前三位的⽂章均與此相關，《語⾔教學與研究》分別於 2020年和 2021年融合陸儉明、崔希亮等 40餘位國際權威學者的觀點，從新冠疫情帶給國際中⽂教育的挑戰以及如何應對挑戰兩⽅⾯出發，指出領域未來的發展道路。學者們普遍認為，在後疫情時代要適應 5G 和語⾔智能時代的要求，積極應對數字化、信息化時代所必需⾯對的挑戰，通過現代教育技術匯聚漢語教學資源，打造雙向互動的資源共建模式和線上線下混合式教學⽣態。第⼆個主題是在線遠程漢語教學。如張和⽣，洪芸預測基於互聯網的對外漢語遠程教育勢

姜帥、賀佳怡 220 必會成為主流。21 孟繁傑認為傳統的以⾯授為主的對外漢語教學模式無法滿⾜漢語國際推廣的需要，必須利⽤網絡開展遠程漢語教學。22 外⽂⽂獻的研究則主要集中於學習者感知、教師技能和⼜語能⼒三⼤主題。新加坡學者 Wong 的⽂章是⽬前國際中⽂教育數字化研究領域被引頻次最⾼的外⽂⽂獻。該⽂提出⼀項MALL的設計研究，該設計以無縫學習為基礎，以產品和過程為導向對學⽣進⾏分析，揭⽰學⽣在內容創造過程中的認知過程與學習策略。23 Chai調查了新加坡華語教師的技術教學內容知識（Technological Pedagogical Content Knowledge, TPACK）概況及其教學信念。24 通過質性研究和⽪爾遜的相關分析發現相比傳統教學信念，教師的 TPACK 與建構主義教學信念之間的相關性更⼤，從⽽為中⽂教師專業發展提供⼀定啟⽰。Wang通過對漢語初級學習者的追蹤，觀察基於⼤型開放式網絡課程（Massive Open Online Courses, MOOC）的翻轉式教學對其⼜語⽔平發展和進步速度的正向影響。25 接受翻轉教學的學習者在⼜語流利性、學習速度及態度⽅⾯明顯優於基線組的研究結果為在外語課堂上實施翻轉教學提供⼀定⽀持。 與外⽂⽂獻相比，中⽂⽂獻的研究更關注實際教學及模式的改進，⼒求融合現代技術、優化教學模式以推動國際中⽂教育數字化轉型。例如，李宇明等針對新冠疫情下漢語國際教育⾯臨的挑戰和對策進⾏討論，基於現有教育實踐提出解決⽅案。26 鄭豔群則通過分析現代教育技術對對外漢語教學的影響，探討信息技術在課堂中的實際應⽤。27 以上研究著眼於實際問題的解決，為後續研究提供關於後疫 21 張和生、洪芸，〈簡論基於互聯網的對外漢語教學〉，《北京師範大學學報（人文社會科學版）》，第 6期（北京：2001.11），107-111。 22 孟繁傑，〈漢語國際推廣形勢下對外漢語教學發展新方向—基於網絡的遠程漢語教學〉，《現代遠距離教育》，第 1期（哈爾濱：2010.02），55-57。 23 Wong, Lung-Hsiang, et al., “Students’ Personal and Social MeaningMaking in a Chinese Idiom Mobile Learning Environment,” Educational Technology & Society 13.4 (Taipei: 2010.10): 15-26. 24 Chai, Ching Sing, et al., “Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and Its Relationship to the Teachers’ Pedagogical Beliefs,” The Asia-Pacific Education Researcher 22.4 (Manila: 2013.02): 657-666. 25 Wang, Jun, An, Na, and Wright, Clare, “Enhancing Beginner Learners’ Oral Proficiency in a Flipped Chinese Foreign Language Classroom,” Computer Assisted Language Learning 31.5-6 (Abingdon: 2018.01): 490-521. 26 李宇明、李秉震、宋暉等，〈「新冠疫情下的漢語國際教育:挑戰與對策」大家談（上）〉，《語言教學與研究》，第 4期（北京：2020.07），1-11。 27 鄭艷群，〈課堂上的網絡和網絡上的課堂—從現代教育技術看對外漢語教學的發展〉，《世界漢

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 221 情時代背景下中⽂教育轉型和在線教育模式的研究框架，推動關於遠程漢語教學和技術在教育中應⽤的探索。 然⽽，從研究⽅法來看，非實證⽅法被頻繁地使⽤，⼤多數學者傾向於從他們的個⼈觀察、對時事的反思或權威經驗中得出與國際中⽂教育數字化有關的結論，較少涉及具體的、⼤規模的實證研究，10篇⾼被引⽂獻中更有 3篇為觀點匯輯類⽂章。此外，中⽂⽂獻更多關注國內教育背景下的教學模式，缺乏跨⽂化的對比分析和國際化視角，導致其研究結論對全球範圍的影響較為有限。相比之下，英⽂⽂獻的研究⽅法則更加多樣化，既包括定性研究，也有較多的定量研究和實驗研究。例如，Wong通過混合⽅法分析學⽣在中⽂學習中的社交意義，28 ⽽Wang則採⽤實證研究分析翻轉課堂對學⽣⼜語能⼒的提升，數據分析相對深入。29 英⽂⽂獻研究的主要創新體現在教育技術的深度整合，尤其是移動學習、虛擬現實和翻轉課堂等技術的應⽤，研究者們探索這些新興技術對中⽂學習，特別是提升語⾔學習效率的影響。其中 Wang 探討學習環境的創新，即同步網絡課堂中的教師培訓和教師學習過程的⽀持，這也是中⽂⽂獻中較少涉及的⼀個創新點。30 通過實證研究，英⽂⽂獻不僅為教育技術在語⾔學習中的應⽤提供案例，還提供⼤量的數據和實驗基礎，具有較強的應⽤價值和可操作性，推動後續對教育技術和語⾔學習結合的深入具體化探討。此外，英⽂⽂獻在跨⽂化研究和不同語⾔學習者的研究⽅⾯具有更廣泛的視野，為未來研究提供重要的參考和啟發。 （㈤）、關鍵詞共現分析 由於關鍵詞是對⽂章內容簡明⽽精確的總結，關鍵詞共現分析被認為是顯⽰研 語教學》，第 4期（北京：2001.12），98-104。 28 Wong, Lung-Hsiang, et al., “Students’ Personal and Social Meaning Making in a Chinese Idiom Mobile Learning Environment,” 15-26. 29 Wang, Jun, An, Na, and Wright, Clare, “Enhancing Beginner Learners’ Oral Proficiency in a Flipped Chinese Foreign Language Classroom,” 490-521. 30 Wang, Yuping, Chen, Nian-Shing, and Levy, Mike, “Teacher Training in a Synchronous Cyber Face-To-Face Classroom: Characterizing and Supporting the Online Teachers’ Learning Process,” Computer Assisted Language Learning 23.4 (Abingdon: 2010.10): 277-293.

姜帥、賀佳怡 222 究重點主題和新興趨勢的有效⽅法，31 它同樣有助於我們瞭解海內外在國際中⽂教育數字化領域研究⽅⾯的差異。在將相關中外⽂獻分別導入 CiteSpace後，我們⽣成兩個關鍵詞共現圖譜（圖 4和圖 5）。 圖4、國際中文教育數字化研究中文文獻的關鍵詞共現知識圖譜 31 Fang, Yan, Yin, Jie, and Wu, Bihu, “Climate Change and Tourism: A Scientometric Analysis Using CiteSpace,” Journal of Sustainable Tourism 26.1 (Abingdon: 2017.05): 108–126.

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 223 圖5、國際中文教育數字化研究外文文獻的關鍵詞共現知識圖譜 從知識圖譜可以看出，除「對外漢語」「漢語教學」「數字化」「漢語」等中外⽂獻基本關鍵詞，中國⼤陸的研究特別關注「線上教學」「教育技術」「教學資源」「多媒體」。如教學資源⽅⾯，教師和教材是學者們普遍關注的兩個維度。劉⽟屏等提出應通過構建國際中⽂教師數字能⼒標准和評估體系等⽅式促進國際中⽂教師數字能⼒的提升。32 宋繼華等認為國際中⽂教育數字化資源建設既要創新性利⽤新⼀代智能技術，又要踐⾏多學科深度融合的理念，在深層認知的基礎上⾼質量、內涵式發展。33 同時，「對策」也是當前國內研究的⼀個重要課題。數字技術賦能國際中⽂教育進入數智時代是時代發展的必然要求和領域發展的必然趨勢。在此背景下，探討 32 劉玉屏、李曉東、郝佳昕，〈國際中文教師數字能力現狀與影響因素研究〉，《民族教育研究》，第 3期（北京：2021.06），139-146。 33 宋繼華、張曼、梁麗芬，〈國際中文教育數字化資源建設的深層認知〉，《國際漢語教學研究》，第 3期（北京：2023.07），7-14+89。

姜帥、賀佳怡 224 國際中⽂教育如何向數字化轉型成為近年來中國⼤陸學者們關注的重點之⼀。34 雖然前⽂的⾼被引⽂獻分析也顯⽰出外⽂⽂獻對教師，特別是教師技能的關注，但關鍵詞共現知識圖譜中「學⽣」「學習者」兩個關鍵詞的⾼頻出現也顯⽰出海外相關研究對學⽣維度的重視。研究者們更多地將視角集中於學習者對數字化技術催⽣出的以 CMC 等為代表的新型教學模式的感知，遠程教學對學習者⾃我效能感、認知負擔、焦慮等⼼理和情感⽅⾯的影響也⽇益受到重視。如 Hong 考察學習者的校准認知能⼒及其與認知焦慮、在線學習興趣和學習⾃我效能感的關系。35 研究結果表明通過實踐校准可以改善學習者在學習繁體漢語拼⾳時的認知和情感因素。此外，漢語語⾔要素（語⾳、詞匯、語法、漢字）以及語⾔技能（聽、說、讀、寫、譯）的教學與數字化技術的融合也受到國際出版物的⾼度關注。Chung 研究混合感官模式對初學者和有經驗學習者在漢字習得有效性⽅⾯的影響。36 Tan探討 CALL下如何利⽤有聲博客培養學⽣的中⽂⼜語能⼒。37 最重要的是，從關鍵詞「英語」在外⽂⽂獻中的⾼頻出現來看，借鑒英語作為第⼆語⾔數字化教學的研究經驗進⾏國際中⽂教育領域的研究，並將後者的研究成果推及前者乃至更廣闊的⼆語習得領域也是⽬前國際學者們的主要研究路徑之⼀。 此外，雖然具體技術⽀持下的數字化教學⽅法，如MALL、虛擬現實（VR）技術⽀持的語⾔學習、在線同步教學是中國和國際學者都感興趣的重要話題。但是，中國⼤陸地區的學者似乎更關注「翻轉課堂」「慕課」兩種具體形式。38 ⽽近年來不少國際學者熱衷於進⾏借助「第⼆⼈⽣（Second Life）」進⾏基於應⽤遊戲和 VR技 34 徐娟、馬瑞祾，〈數字化轉型賦能國際中文教育高質量發展〉，《電化教育研究》，第 10期（蘭州：2023.09），121-128；王春輝，〈國際中文教育數字化發展的趨勢與反思〉，《雲南師範大學學報(對外漢語教學與研究版)》，第 2期（昆明：2023.03），1-8。 35 Hong, Jon‐Chao, Tai, Kai‐Hsin, and Ye, Jian‐Hong, “Playing a Chinese Remote‐Associated Game: The Correlation among Flow, Self‐Efficacy, Collective Self‐Esteem and Competitive Anxiety,” British Journal of Educational Technology 50.5 (Oxford: 2018.12): 2720-2735. 36 Chung, Kevin K.H., “What Effect Do Mixed Sensory Mode Instructional Formats Have on Both Novice and Experienced Learners of Chinese Characters?” Learning and Instruction 18.1 (Amsterdam: 2008.02): 96-108. 37 Tan, Yuh-Huann, and Tan, Seng-Chee, “A Metacognitive Approach to Enhancing Chinese Language Speaking Skills with Audioblogs,” Australasian Journal of Educational Technology 26.7 (Sydney: 2010.12). 38 孫瑞、孟瑞森、文萱，〈「翻轉課堂」教學模式在對外漢語教學中的應用〉，《語言教學與研究》，第 3期（北京：2015.05），34-39；王添淼、裴伯傑，〈漢語慕課課程個案研究〉，《民族教育研究》，第 2期（北京：2016.04），128-132。

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 225 術⽀持的語⾔學習研究。39 研究⽅向的差異，不僅反映了技術的應⽤差異，也展⽰中外⽂獻在教學模式創新上的不同焦點。 研究前沿在⼀定程度上能夠反映⼀個學科領域的最新發展⽅向。在科學知識圖譜中，某⼀領域研究的活躍程度和研究重點的轉變可以通過突現詞的產⽣和持續時間來反映。通過對研究前沿的識別與追蹤，研究⼈員不僅能夠解領域在不同曆史時期的研究進展，還能對未來的發展趨勢進⾏合理預測。因此，研究另外分別將中外⽂獻中的關鍵詞作為節點，按年度進⾏階段性劃分，繪制出⼆者的關鍵詞突現圖譜（⾒圖 6），以進⼀步補充解國際中⽂教育數字化領域在時間演變過程中出現的研究熱點及其變化。 圖6、國際中文教育數字化研究中文文獻關鍵詞突現知識圖譜 中⽂⽂獻的研究演變可分為三個階段。在早期階段（2000-2010年），關鍵詞如「多媒體」「遠程教育」「互聯網」「網絡」和「信息技術」佔據了突現位置。這⼀時期的研究核⼼主要聚焦於如何通過新興技術，特別是信息技術和網絡的有效整合來⽀持和改善傳統的漢語教學。進入中期階段（2010-2016年），隨著中⽂教育的國際化擴展，關鍵詞逐漸轉向了「語料庫」「翻轉課堂」等。這表明，隨著技術逐步滲透 39 「第二人生」是一個在美國極受歡迎的網絡虛擬遊戲，該應用程序在元宇宙的基礎上提供了一個高層次社交網絡服務，近年來不少學者通過該應用進行語言學習的研究；Wang, Yanjun, Grant, Scott, and Grist, Matthew, “Enhancing the Learning of Multi-Level Undergraduate Chinese Language with a 3D Immersive Experience - An Exploratory Study,” Computer Assisted Language Learning 34.1 (Abingdon: 2020.07): 1-19.

姜帥、賀佳怡 226 到教學過程中，研究者開始更加關注教學模式的優化，尤其是翻轉課堂等新型教學⽅法的探討。後期階段（2017-2023年）則聚焦於漢語教育的「新進展」「新認識」，尤其是在後疫情時代，研究者們更加註重如何應對疫情帶來的教育挑戰，特別是如何通過現代教育技術，譬如「在線教學」「VR技術」實現資源共享、互動教學，以及線上線下混合教學模式的創新。 外⽂⽂獻的研究關鍵詞演變同樣經歷三個階段。早期階段（2008-2013年）外⽂⽂獻的研究主要聚焦點是如何利⽤ CALL 和以博客（blog）為代表的新興⼯具來提升語⾔學習的效率以及知識逆轉效應（Expertise Reversal Effect）。中期階段（2013-2019 年），研究重點逐漸轉向了側重於移動設備，學習⽅式更加靈活、更具體驗感和⾼度互動性的 MALL，相關研究特別是語境化（context）以及即時糾錯反饋（Corrective Feedback）由此也蓬勃發展。此外，「第⼆⼈⽣（2nd life）」是學者對基於應⽤遊戲的漢語學習進⾏研究的主要切入點。進入後期階段（2019-2023年），外⽂⽂獻的關鍵詞則轉向了「學習者（learners）」「挑戰（challenges）」和「焦慮（anxiety）」，反映研究⼈員對學習者在後疫情時代與數字化語⾔學習環境中⾯臨的⼼理挑戰和情感因素的關注。「英語（English）」⼀詞的突現也進⼀步印證前⽂共現圖譜的結論，借鑒英語作為第⼆語⾔數字化教學的研究經驗正在成為國際中⽂教育研究的重要⽅向。 四、結語、建議與局限 儘管國際中⽂教育數字化的實踐與研究已引起了國內外學者的廣泛關注，但領域以往的⽂獻綜述基本都是對基於實驗設計的、具體技術在漢語作為第⼆語⾔教學中的應⽤研究的回顧。為更全⾯地瞭解世界範圍內國際中⽂教育數字化研究的整體發展狀況，本⽂利⽤ CiteSpace軟件，對 2000-2023年國際中⽂教育數字化相關中外⽂獻進⾏可視化分析，全⾯地描繪了領域整體的發展⾯貌和海內外研究的差異。 領域研究的整體發展狀況如下：⾸先，國際中⽂教育數字化相關研究成果在過去的⼆⼗餘年中呈顯著波動增長的趨勢。隨著全球教育技術化的迅速發展和中⽂教育需求的⽇益旺盛，我們預測這⼀趨勢在未來仍將繼續。其次，世界範圍內的國際中⽂教育數字化研究成果已出現集中刊載刊物，其中《漢字⽂化》《雲南師範⼤學學

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 227 報（對外漢語教學與研究版）》、COMPUTER ASSISTED LANGUAGE LEARNING和《語⾔教學與研究》最具代表性。雖然檢索範圍內刊載領域研究成果的國際期刊均不屬於漢語作為第⼆語⾔教學領域專業性的出版物，但它們相對中⽂期刊來說更具包容性和國際化視野。作者與研究機構⽅⾯，領先的研究⼈員與機構⼀半以上來⾃中國⼤陸的發達城市。中國臺灣、新加坡、澳⼤利亞、美國等與中國⼤陸具有深厚曆史⽂化淵源或本⼟華⽂教育體系完整、發展較好的國家／地區的學者和機構也對領域研究有著不可磨滅的貢獻。其中鄭豔群、徐娟和Wong, Lung-Hsian博⼠的研究成果最多，北京語⾔⼤學、臺灣師範⼤學和新加坡南洋理⼯⼤學是影響⼒最⼤的研究機構。但領域內尚未形成系統的核⼼作者與研究機構群，國際研究⼈員，特別是中國⼤陸地區的研究者跨境合作較少。這可能與中外實踐傳統和研究⽬標的差異有關，語⾔障礙也可能是影響學者合作的重要因素。 中外⽂獻所體現的海內外研究差異如下：第⼀、研究⽅法上，中⽂⽂獻⼤多采⽤的是非實證研究⽅法，側重於理論分析和教育實踐的總結，⽽外⽂⽂獻對於實證研究⽅法運⽤得較多，強調通過定量分析、實驗研究等驗證教育技術和教學⽅法的效果。第⼆、研究重點上，中國⼤陸地區的研究⼈員專注於教學資源，特別是對對外漢語教師專業技能的培養，因此關於教師的教學實踐、教師教育和教師發展的研究不在少數。相比之下，國際學者對學⽣維度投入了極⼤的關注，他們希望通過研究學習者⼼理、情緒等感知因素和學習過程來尋找提⾼學⽣語⾔和⾼階思維能⼒的⽅法。這種截然相反的結果可能是由中外教學理念的差異導致的。作為全球中⽂教師的主要輸出地和國際中⽂教育事業的推廣者，中國政府和研究⼈員對「教師」因素密切關注。⽽西⽅學者受建構主義理論的影響，⾃然會對學習者本身及其學習過程傾注更多的關注。第三、研究視角與影響上，中國⼤陸的學者們在國際中⽂教育數字化⽅⾯的研究更傾向於從宏觀視角出發，試圖從理論層⾯為推進國際中⽂教育數字化轉型提供系統的路徑和⾏動⽅案，但缺乏跨⽂化的比較與實證⽀持，因此影響⼒較為局限︔⽽國際學者傾向於站在⼆語者的角度分析如何通過教育技術的深度整合學好中⽂等現實性的問題。漢字教學、糾錯反饋、教師信念等微觀和細致的主題是他們的⾸要研究主題。最後，研究領域的獨⽴性也是中外研究的重要差異之⼀，根據分析我們認為國際中⽂教育數字化研究在中國⼤陸是⼀個相對獨⽴的領域。反觀世界其他地區，將漢語作為第⼆語⾔教學的數字化研究與其他語種乃至整個⼆語

姜帥、賀佳怡 228 習得領域的研究相結合是顯著趨勢。相對更為廣泛的國際視野為未來全球教育領域的研究提供了更具廣泛適⽤性的參考。 鑒於以上結果，為提升世界範圍內國際中⽂教育數字化研究的質量與成效，我們為研究⼈員、機構和期刊提供以下建議。 ⾸先，加強實證研究並推動成果轉化。雖然理論研究為教學模式和教育理念的更新提供了框架，但實證研究能夠為教育實踐提供更具體的⽀持。中⽂學術界的研究者應增加基於實證的研究，尤其是具體的數字化技術在漢語教學中的應⽤效果的量化分析。未來，研究者可採⽤多種研究⽅法，如實驗研究、對比研究、長期追蹤調查等，評估不同教育技術和數字化⼯具對學⽣學習成績、學習動機、⼜語能⼒等⽅⾯的具體影響。為⽀持該⽅向研究，期刊和學術會議可增設實證研究專欄，⿎勵發表基於數據和實驗結果的研究成果，以便為教學實踐提供可操作的指導。特別是應當⿎勵跨學科的研究合作，結合教育學、信息技術、⼼理學等多個學科，建⽴綜合評估框架，推動教育技術的有效應⽤。 其次，推動跨境合作與國際交流平臺建設。我們⿎勵中外研究⼈員進⾏更密切的關於國際中⽂教育數字化研究的學術對話，以建⽴國際聯系並創造跨境合作的機會。可考慮建⽴國際中⽂教育數字化研究合作網絡，通過多樣化的合作⽅式提升中外學者的互動。具體措施可包括：定期舉辦線上或線下的跨境研討會、⼯作坊，搭建全球中⽂教育技術交流平臺，促進來⾃不同國家和地區的學者就技術應⽤、教學模式、研究⽅法等⽅⾯進⾏深入探討。此外，建議設⽴聯合研究項⽬基⾦，⽀持跨國學者共同申報、合作開展長期研究項⽬，形成穩定的合作機制。通過這⼀網絡，研究⼈員不僅能互相學習，還能共享研究成果，推動國際中⽂教育數字化領域的創新發展。 再者，⿎勵中外期刊⽀持發表跨境研究並進⾏專刊/專欄建設。特別是中⽂期刊，應適當收錄國際學者的研究成果，從⽽為兩區域研究⼈員的合作搭建交流和成果產出的平臺。此外，國際中⽂教育在中國政府的政策⽀持和世界中⽂學習需求不斷增加的推動下，雖然新興，但已⽇漸成為⼀個熱⾨的研究領域，為此我們呼籲國際領先期刊能為該領域研究設⽴針對性專欄，提供⼀個系統化發表平臺，促進全球研究成果的共享。 最後，搭建多語種研究成果共享平臺。為提升研究的國際影響⼒，建議建⽴專

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 229 ⾨的國際中⽂教育數字化研究成果共享平臺，提供多語⾔的資源共享機制。該平臺可以包括開放獲取的期刊、研究論⽂庫、數據集、教學案例庫等，供全球研究⼈員和教育實踐者免費訪問。平臺除提供中英雙語內容外，還可引入其他主要語種（如西班牙語、法語、⽇語等），定期發布領域內的熱點問題、最新研究動態，組織跨語⾔的學術討論，以確保中⽂教育研究成果能夠更⼤範圍地傳播共享。 儘管本研究通過 CiteSpace 對 2000-2023 年間的中外⽂獻進⾏系統的可視化分析，為國際中⽂教育數字化領域的整體發展狀況提供有價值洞⾒，但仍存在⼀定的局限性。⾸先，本研究僅選取 CNKI數據庫和WoS核⼼合集的 SSCI及 AHCI兩⼤⼦庫，排除了其他數據庫中的⽂獻，這可能導致對某些學術領域和地區研究，尤其是對於⼀些較新興的、尚未被WoS和 CNKI全⾯覆蓋的研究成果的遺漏︔檢索關鍵詞的選擇及最終確定的檢索公式因⼈⽽異，檢索和篩選的過程也很難避免主觀性，從⽽影響研究結果的全⾯性和代表性。此外，研究對象僅限於期刊論⽂、在線發表論⽂和綜述，書籍和會議論⽂集等類型⽂獻在⼀定程度上也具有重要的學術價值。特別是後疫情時代，教育領域發⽣了深刻變化，尤其是在數字化轉型的加速過程中，相關研究成果呈現出快速增長的態勢，短期內突現的研究⽅向或熱點在初期可能僅以會議論⽂、研究報告或預印本的形式存在，⽽以上類型的⽂獻相比於期刊⽂章，在數據收集和發布過程中並不具備長期的可追溯性和穩定性，在短期內無法得到充分的同⾏評審和廣泛傳播。本研究對上述類型⽂獻的缺失可能導致⼀些新的研究熱點或成果未能得到展現。最後，雖然 CiteSpace提供了強⼤的⽂獻可視化功能，可以有效揭⽰研究現狀與趨勢，其無法全⾯反映具體研究⽅法、研究結果和理論框架的差異，在⼀定程度上忽略了研究的深度和複雜性。因此，未來研究應擴⼤⽂獻來源，採⽤更系統的檢索與分析過程，確保研究能夠更全⾯地捕捉領域最新進展和研究動態，獲得更多有價值的發現。

姜帥、賀佳怡 230 徵引書目 [1] 劉程、安然，〈國外遠程交互式教學研究及其在對外漢語教學中的應⽤綜述〉，《中國遠程教育》，第12期（北京：2011.12），35-40。 [2] 張雪梅、王⼦蘊，〈國際中⽂教育數字化發展的前景與挑戰〉，《雲南師範⼤學學報（對外漢語教學與研究版）》，第5期（昆明：2023.09），10-17。 [3] 姜帥、趙楊，〈國際中⽂教育數字化研究狀況與趨勢—基於CNKI 2000—2023年⽂獻的可視化分析〉，《青海民族⼤學學報（社會科學版）》，第2期（西寧：2024.06），182-192。 [4] 張和⽣、洪芸，〈簡論基於互聯網的對外漢語教學〉，《北京師範⼤學學報（⼈⽂社會科學版）》，第6期（北京：2001.11），107-111。 [5] 孟繁傑，〈漢語國際推廣形勢下對外漢語教學發展新⽅向—基於網絡的遠程漢語教學〉，《現代遠距離教育》，第1期（哈爾濱：2010.02），55-57。 [6] 李宇明、李秉震、宋暉等，〈「新冠疫情下的漢語國際教育:挑戰與對策」⼤家談（上）〉，《語⾔教學與研究》，第4期（北京：2020.07），1-11。 [7] 鄭艷群，〈課堂上的網絡和網絡上的課堂—從現代教育技術看對外漢語教學的發展〉，《世界漢語教學》，第4期（北京：2001.12），98-104。 [8] 劉⽟屏、李曉東、郝佳昕，〈國際中⽂教師數字能⼒現狀與影響因素研究〉，《民族教育研究》，第3期（北京：2021.06），139-146。 [9] 宋繼華、張曼、梁麗芬，〈國際中⽂教育數字化資源建設的深層認知〉，《國際漢語教學研究》，第3期（北京：2023.07），7-14+89。 [10] 徐娟、⾺瑞祾，〈數字化轉型賦能國際中⽂教育⾼質量發展〉，《電化教育研究》，第10期（蘭州：2023.09），121-128。 [11] 孫瑞、孟瑞森、⽂萱，〈「翻轉課堂」教學模式在對外漢語教學中的應⽤〉，《語⾔教學與研究》，第3期（北京：2015.05），34-39。 [12] 王春輝，〈國際中⽂教育數字化發展的趨勢與反思〉，《雲南師範⼤學學報(對外漢語教學與研究版)》，第2期（昆明：2023.03），1-8。 [13] 王添淼、裴伯傑，〈漢語慕課課程個案研究〉，《民族教育研究》，第2期（北京：2016.04），128-132。

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 231 [14] Marc, Prensky, “How to Teach with Technology: Keeping Both Teachers and Students Comfortable in an Era of Exponential Change.” Emerging Technologies for Learning 2.4 (Coventry: 2007): 40-46. [15] Min, Liu, Moore, Zena, Graham, Leah, and Lee, Shinwoong, “A Look at the Research on Computer-Based Technology Use in Second Language Learning: A Review of the Literature from 1990-2000.” Journal of Research on Technology in Education 34.3 (London: 2014.02): 250-273. [16] Jack, Burston, “Twenty Years of MALL Project Implementation: A Meta-Analysis of Learning Outcomes.” ReCALL 27.1 (Cambridge: 2014.03): 4-20. [17] Wenhe, Min, and Yu, Zhonggen, “A Bibliometric Analysis of Augmented Reality in Language Learning.” Sustainability 15.9 (Basel: 2023.04): 7235. [18] Mengdi, Wang, and Devitt, Ann, “A Systematic Review of Computer-Mediated Communications in Chinese as a Foreign Language from 2008 to 2022: Research Contexts, Theoretical Foundations and Methodology, Affordances and Limitations.” Language Teaching Research (London: 2022.11): 13621688221132475. [19] Han, Luo, and Yang, Chunsheng, “Twenty Years of Telecollaborative Practice: Implications for Teaching Chinese as a Foreign Language.” Computer Assisted Language Learning 31.5-6 (Abingdon: 2018.01): 546-571. [20] Yang, Gong, Lyu, Boning, and Gao Xuesong, “Research on Teaching Chinese as a Second or Foreign Language in and Outside Mainland China: A Bibliometric Analysis.” The Asia-Pacific Education Researcher 27.4 (Manila: 2018.05): 277-289. [21] Xuesong (Andy), Gao, Liao, Yanyi, and Li, Yuxia, “Empirical Studies on Foreign Language Learning and Teaching in China (2008-2011): A Review of Selected Research.” Language Teaching 47.1 (Cambridge: 2013.12): 56-79. [22] Jason, Bloomberg, “Digitization, Digitalization, and Digital Transformation: Confuse Them at Your Peril.” Forbes 28.2019 (Washington: 2018): 1-6. [23] Li, Jin, “Digital Affordances on WeChat: Learning Chinese as a Second Language.” Computer Assisted Language Learning 31.1-2 (Abingdon: 2017.09): 27-52. [24] Caroline, Birkle, Pendlebury, David A., Schnell, Joshua, and Adams, Jonathan, “Web

姜帥、賀佳怡 232 of Science as a Data Source for Research on Scientific and Scholarly Activity.” Quantitative Science Studies 1.1 (Cambridge: 2020.02): 363-376. [25] Patrick, Biernacki, and Waldorf, Dan, “Snowball Sampling: Problems and Techniques of Chain Referral Sampling.” Sociological Methods & Research 10.2 (California: 1981.11): 141-63. [26] Anna, Kosmützky, and Putty, Rahul, “Transcending Borders and Traversing Boundaries.” Journal of Studies in International Education 20.1 (California: 2015.09): 8-33. [27] Vui-Yee, Koon, “Mobile Learning and Humanistic Education: A Science Mapping Approach.” Interactive Learning Environments 31.10 (Abingdon: 2022.04), 1-18. [28] Lung-Hsiang, Wong, Chin, Chee-Kuen, Tan, Chee-Lay, and Liu, May, “Students’ Personal and Social Meaning Making in a Chinese Idiom Mobile Learning Environment.” Educational Technology & Society 13.4 (Taipei: 2010.10): 15-26. [29] Ching Sing, Chai, Chin, Chee Kuen, Koh, Joyce Hwee Ling, and Tan, Chee Lay, “Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and Its Relationship to the Teachers’ Pedagogical Beliefs.” The Asia-Pacific Education Researcher 22.4 (Manila: 2013.02): 657-666. [30] Jun, Wang, An, Na, and Wright, Clare, “Enhancing Beginner Learners’ Oral Proficiency in a Flipped Chinese Foreign Language Classroom.” Computer Assisted Language Learning 31.5-6 (Abingdon: 2018.01): 490-521. [31] Yuping, Wang, Chen, Nian-Shing, and Levy, Mike, “Teacher Training in a Synchronous Cyber Face-To-Face Classroom: Characterizing and Supporting the Online Teachers’ Learning Process.” Computer Assisted Language Learning 23.4 (Abingdon: 2010.10): 277-293. [32] Yan, Fang, Yin, Jie, and Wu, Bihu, “Climate Change and Tourism: A Scientometric Analysis Using CiteSpace.” Journal of Sustainable Tourism 26.1 (Abingdon: 2017.05): 108-126. [33] Jon‐Chao, Hong, Tai, Kai‐Hsin, and Ye, Jian‐Hong, “Playing a Chinese Remote‐Associated Game: The Correlation among Flow, Self‐Efficacy, Collective

國際中文教育數字化研究（2000－2023）：基於全球視野的文獻計量比較 233 Self‐Esteem and Competitive Anxiety.” British Journal of Educational Technology 50.5 (Oxford: 2018.12): 2720-2735. [34] Kevin K.H., Chung, “What Effect Do Mixed Sensory Mode Instructional Formats Have on Both Novice and Experienced Learners of Chinese Characters?” Learning and Instruction 18.1 (Amsterdam: 2008.02): 96-108. [35] Yuh-Huann, Tan, and Tan, Seng-Chee, “A Metacognitive Approach to Enhancing Chinese Language Speaking Skills with Audioblogs.” Australasian Journal of Educational Technology 26.7 (Sydney: 2010.12). [36] Yanjun, Wang, Grant, Scott, and Grist, Matthew, “Enhancing the Learning of Multi-Level Undergraduate Chinese Language with a 3D Immersive Experience - An Exploratory Study.” Computer Assisted Language Learning 34.1 (Abingdon: 2020.07): 1-19. [37] 中華⼈民共和國教育部，「中⽂服務世界 開放引領未來」，中國教育報，瀏覽⽇期 為 2024 年 1 ⽉ 19 ⽇ ，http://www.moe.gov.cn/jyb_xwfb/s5147/202312/t20231211_1094074.htm。

姜帥、賀佳怡 234 第㆒作者簡介（通訊作者） 姜帥，北京大學對外漢語教育學院博士後，研究領域為國際中文教育、中外語言對比、第二語言習得、跨文化研究 通訊地址：北京市海淀區頤和園路 5號北京大學對外漢語教育學院 通訊電郵：js0114@pku.edu.cn 第㆓作者簡介 賀佳怡，北京外國語大學中國語言文學學院碩士研究生。研究領域為國際中文教育 通訊地址：北京市海淀區西三環北路 2號北京外國語大學中國語言文學學院 通訊電郵：jiayihe467@gmail.com

235 《澳門科技大學學報》（人文社會科學版）稿 約 （2025年01月修訂） 1. 《澳門科技大學學報》為澳門科技大學出版之綜合性學術刊物，下設「人文社會科學版」﹝以下簡稱《科大學報》（人文社科版）﹞，內容涵蓋人文藝術、歷史學、社會科學、商學、經濟學、管理科學、語言學、國際中文教育研究等各領域專業論文。《科大學報》（人文社科版）歡迎海、內外不同專家學者賜稿，尤其具有問題意識，資料豐富，論證堅實，文字精鍊，具原創性之論文，以促進專業知識交流。 2. 《科大學報》（人文社科版）之當然主編為校長，副主編為分管學報副校長，下轄編輯委員會若干成員與編輯部，負責處理稿件審查、對外聯絡、排版與出版等事宜。 3. 《科大學報》（人文社科版）論文形式以繁體中文或英文為主。字數方面以不超過三萬字為原則，唯特約稿不在此限。《科大學報》（人文社科版）為季刊，於每年三月、六月、九月下旬及十二月中旬前出版。來稿採「隨到隨審」制，由《科大學報》（人文社科版）編輯委員會初審後，再送交海內外專家學者評審。評審人寫出評審意見書後，再由編委會逐一討論是否採用。稿件審查採「雙向匿名」方式，作者與評審人之姓名互不透露，文中請勿出現足以辨識作者身分之資訊。《科大學報》（人文社科版）當儘速通知作者審查結果，然恕不退還來稿。 4. 請確保提交之稿件為最終版本。若要修正或重新提交稿件，編輯部有權拒絕接受相關稿件，並紀錄在案。 5. 編輯委員會保留對來稿採用之決定權，或作技術與文字之修改。 6. 請勿一稿兩投。來稿以未曾發表者（含網路發表或專書）為限，會議論

236 文請查明該會議無出版論文集計畫；若為政府機構補助之研究計畫成果，亦請註明。若經查來稿已發表或一稿兩投屬實，將逕行退稿。 7. 所投稿件須或推薦稿件必須為作者獨立研究完成之作品，並充分尊重他人智慧財產權（勿侵害第三人權利），且無任何違法、違紀和違反學術倫理規範之內容。如發現存在學術造假或學術不端等行為，概由投稿者負擔法律責任，且按照本刊規定嚴肅處理。 8. 論文中牽涉版權部分（如圖片及較長之引文），請事先取得原作者或出版者書面同意，《科大學報》不負版權責任。 9. 寫作時請參照《科大學報》（人文社科版）格式(請隨時留意網站更新版本)撰寫，並附中英文篇名；論著及研究討論加附中英文關鍵詞及各五百字左右的中英文摘要。 10. 《科大學報》（人文社科版）以電腦排版，除特殊情況外，請作者檢附電子檔案，並使用Microsoft Office-Word繁體中文版。 11. 《科大學報》（人文社科版）收到稿件後，約十個工作天內進行初審，如通過者有以下兩種情況：一、稿件顯示初審狀態，即已通過初審入庫；二、如透過電郵回覆，則會以電子郵件回覆。上述程序完成後，將視乎稿件多寡進入雙匿審程序。一般而言，程序約為五十至六十個工作日（仍需視乎評審專家實際狀況）。如投稿超過六個月（一百八十個工作日）沒有通知，作者可逕行處理稿件。 12. 刊稿不付稿酬，但送作者抽印本十五份、當期四本；但約稿則不受此限制。 13. 凡登載於《科大學報》（人文社科版）之文稿，其出版權即屬《澳門科技大學學報》（人文社會科學版）所有，除取得《澳門科技大學學報》（人文社會科學版）同意外，不得自行轉載。惟作者仍保有集結出版、教學

237 及個人網站等無償使用之權利。 14. 《科大學報》（人文社科版）現已全面採用線上投稿系統，敬請閣下至本刊網站註冊作者系統後即可投稿（電郵與紙本投稿皆不受理）。

238 《澳門科技大學學報》（人文社會科學版）撰稿格式 （2025年1月修訂） 一、說 明 《澳門科技大學學報》為海內外綜合性學術期刊，下設「人文社會科學版」（以下簡稱《科大學報》（人社科科版），收錄人文哲學、歷史學、社會學、經濟金融、法學、語言學、教育學及國際中文教育研究等各項領域之文章。故此，本刊特以《芝格哥格式手冊》（第十八版）﹝The Chicago Manual of Style (18th version)﹞為基礎，提供撰稿格式之基本參考，敬請投稿者務必遵照。 二、撰稿規範 1. 《科大學報》（人社科科版）撰稿以本格式為規範。除從缺或特別格式需求，可參照自身領域期刊規範外，本刊一律以此規範和《芝格哥格式手冊》（第十八版）﹝The Chicago Manual of Style (18th version)﹞為基礎。 2. 請用新式標點符號。「」用於平常引號，『』用於引號內之引號；《 》用於書名與期刊，〈 〉用於論文、篇名與法令；英文書名需用斜體(Italic); 論文篇名用“ ”。 全文與徵引書目符號之使用與區別：中文一律使用全形符號，英文一律使用半形符號，切勿混合使用。 3. 獨立引文每行低三格（楷書）；不必加引號。 4. 西元年代、統計數字，請使用阿拉伯數字。 5. 中、西文混合使用時，標點符號請以符號前一字為依據。 6. 圖表照片請注明資料來源，並以阿拉伯數字編號，引用時請注明編號，萬勿使用如前圖、見右表等表示方法。 7. 請勿在註釋/腳中使用：同上、同前引書、同前書、同前揭書、同注幾引書，ibid., ; Op. cit.,; loc. cit.,; idem等專有引用詞。 8. 如有未盡之處，請務必參照《芝加哥格式手冊（第十八版）》內之相關規定。

239 (一 )、 版 面 格 式 規 範 1. 請以橫式左至右書寫。 2. 請勿胡亂更動本刊撰稿格式（Word檔），並注意字體之繁簡轉換。 3. 論文字型主要為新細明體，英文則為 Times New Roman，全文必須左右對齊。以下為論文各部分字型與字體大小之規定： (1) 論文之中文題目為華康標楷體W7 16pt，英文則為 Times New Roman 16pt. (2) 作者姓名、職位、服務單位與簡介等資料為標楷體（中文）與Times New Roman（英文）10.5pt。 (3) 中英文摘要字體為標楷體與 Times New Roman 11pt，內文為新細明體 11pt。 (4) 論文標題分為四種，依次為：一、（一）、1、（1）、對照為大標、中標、小標、小小標。除大標題為標楷體 14pt外，其餘標題皆為華康魏碑體W713pt。 (5) 表格標題為標楷體 10pt，內容為新細明體 11pt，表說明則為標楷體 10pt。 (6) 所有插圖標題為標楷體 10.5pt，圖說為標楷體 10pt。 (7) 致謝辭、徵引書目、附錄為標楷體 14pt，內容皆為新細明體/Times New Roman 11pt。 4. 作者必須清晰標明資料來源，引用專書或論文，請依序注明作者、書名(或篇名)、出版項。一般來說，參考文獻僅指參考材料之來源，可不用在文章中引用；徵引書目/文獻則指文章中所引用之來源，必須每筆引註。故此，本刊一律採用徵引書目以區別參考文獻，俾能明暸作者據實引用何種著作與材料。 5. 本刊之表格、圖片和附錄，引註格式與下列相同。 (二 )、註釋 /腳與徵引書目格式 (1). 中文書目之引用 一、專書 1.1 作者，《書名》，（出版地：出版社，年份），頁數 初引：孫隆基，《殺母的文化：二十世紀美國大眾心態史》，（臺北：臺大出版中心，2009），357。 1.2 作者，《書名》，頁數 再引：孫隆基，《殺母的文化：二十世紀美國大眾心態史》，367。 1.3 作者，《書名》，出版地：出版社，年份。

240 徵引書目：孫隆基，《殺母的文化：二十世紀美國大眾心態史》，臺北：臺大出版中心，2009。 ◎電子書引用方式亦同，但必須在最後附上相應網址或 DOI碼。 二、 論文與篇章 1.4 作者—〈篇名〉—《期刊》—第?期—（出版地：年/月份），頁數。 初引：高斯華著、田一言譯，〈1895年澳門流行病腺鼠疫報告〉，《澳門學》，第 1期（澳門：2022.03），298。 1.5 作者—〈篇名〉—頁數。 再引：高斯華著、田一言譯，〈1895年澳門流行病腺鼠疫報告〉，287-328。 1.6 作者—〈篇名〉—《期刊》—第？期—（出版地：年/月份），全部頁數。 徵引書目：高斯華著、田一言譯，〈1895年澳門流行病腺鼠疫報告〉，《澳門學》，第 1期（澳門：2022.03），287-328。 研討會或論文集，未經正式出版之成果，引註如下： ◎作者—篇名—研討會/論文集名稱—錄入《》/「研討會名稱」—參與地：參與場所，日期—頁數。 初引： 1. 曾幸麒，〈帝國與婚姻—二十世紀不列顛王權的形象塑造〉，「第四十三回臺灣世界史討論會—帝國與島嶼學術研討年會」，（臺北：中央研究院史語所，2018），156。 2. 米健，〈現今台港澳法學教育的若干問題〉，錄入米健、方泉、謝耿亮編，《澳門法律改革與法制建設》（北京：社會科學文獻出版社，2011），56。 再引： 1. 曾幸麒，〈帝國與婚姻—二十世紀不列顛王權的形象塑造〉，156。 2. 米健，〈現今台港澳法學教育的若干問題〉，56。 徵引書目： 1. 曾幸麒，〈帝國與婚姻—二十世紀不列顛王權的形象塑造〉，「第四十三回臺灣世界史討論會—帝國與島嶼學術研討年會」，臺北：中央研究院史語所，2018，145-168。 2. 米健，〈現今台港澳法學教育的若干問題〉，錄入米健、方泉、謝耿亮編，

241 《澳門法律改革與法制建設》，北京：社會科學文獻出版社，2011。 三、碩博士學位論文 1.7 作者—《書名》—（畢業地：畢業校/系所/碩博士論文，年份）—頁數。 初引：曾幸麒，《二十世紀不列顛王室的婚姻與憲政關係》，（臺北：政治大學歷史學系研究所碩士論文，2022），56。 1.8 作者—《書名》—頁數 再引：曾幸麒，《二十世紀不列顛王室的婚姻與憲政關係》，56。 1.9 作者—《書名》—畢業地：畢業校/系所/碩博士論文，年份。 徵引書目：曾幸麒，《二十世紀不列顛王室的婚姻與憲政關係》，臺北：臺大出版中心，2022。 四、引用原版或影印版古籍，請注明版本與卷頁 1.10 作者—《書名》—（出版地：出版商，年份）—冊/卷數—頁數。 初引：劉芳輯、章文欽校，《葡萄牙東波塔檔案館藏—清代澳門中文檔案彙編》（澳門：澳門基金會，1999）上冊，卷 1，300。 再引：劉芳輯、章文欽校，《葡萄牙東波塔檔案館藏—清代澳門中文檔案彙編》上冊，卷 1，300。 徵引書目：劉芳輯、章文欽校，《葡萄牙東波塔檔案館藏—清代澳門中文檔案彙編》上冊，澳門：澳門基金會，1999。 五、檔案與報紙 1.11 作者/機構—〈檔名/報章標題〉—《檔案/報章名稱》期/卷數—檔號—日期—頁數。 初引：澳門特別行政區行政長官辦公室，〈第 20/2000號行政命令〉，《澳門特別行政區公報》第 13期，2000年 3月 27日，240。 再引：澳門特別行政區行政長官辦公室，〈第 20/2000號行政命令〉，240。 徵引書目：澳門特別行政區行政長官辦公室，〈第 20/2000號行政命令〉，《澳門特別行政區公報》第 13期，2000年 3月 27日，232-244。

242 六、網路資源： 1.12 作者/機構(如有)—「資料名稱/標題」—資源出處—網址—瀏覽日期。 初引、再引與徵引書目： 香港電台(RTHK)，「Travelling with Water: Joseph LEE (I)」(與水同游/遊：李行 偉 教 授 ) ， Our Scientists (English Version) ，https://podcast.rthk.hk/podcast/item.php?pid=1344&eid=105927&lang=zh-CN，瀏覽日期為 2022年 6月 23日。 (2)英文書目之引用(Bibliography) † 英文徵引書目之引用需留意作者/譯者/編者名字先(First Name)而姓氏後(Last Name)。如遇多位作者，只需調整第一位作者即可。如出現四位或以上作者，於註釋第一作者後以 et al.表示，但在徵引書目必須詳列所有作者。 I. 西文專書(Books) Ø 作者─書名─版次 ed.─(出版地點: 出版公司, 出版年分)─頁碼。 初引：Nathan Henry, The History of Fashion, 1500-1900, 2nd ed. (Hongkong: University of Hongkong Press, 2020), 50-80. 再引：Nathan, The History of Fashion, 1500-1900, 50-70. 徵引書目：Henry, Nathan. The History of Fashion, 1500-1900, 2nd ed. Hongkong: University of Hongkong Press, 2020. Ø 作者—書名—, ed./trans.編⁄譯者姓名—(出版地點: 出版公司, 出版年分)—頁碼。 初引：Walter Bagehot, The English Constitution, ed. Miles Taylor (Oxford: University of Oxford, 2001), 32-80. 再引：Bagehot, The English Constitution, 20-25. 徵引書目：Bagehot, Walter. The English Constitution. Edited, Miles Taylor. Oxford: University of Oxford, 2001.

243 Ø 章節作者—“章節標題”—in 書名—,ed(s).編者—(出版地: 出版者, 年份)—頁碼。（譯者亦如是—,trans譯者） 初引：Ina Zweiniger-Bargielowska, “Prince Philip: Sportsman and Youth Leader,” in The Man Behind the Queen: Male Consorts in History, eds. Charles Beem and Miles Taylor. (London: Palgrave Macmillan, 2014), 223-239. 再引：Ina Zweiniger-Bargielowska, “Prince Philip: Sportsman and Youth Leader,” 223-239. 徵引書目：Zweiniger-Bargielowska, Ina. “Prince Philip: Sportsman and Youth Leader.” in The Man Behind the Queen: Male Consorts in History. Eds. Charles Beem and Miles Taylor, 223-239. London: Palgrave Macmillan, 2014. †只需調整單一章節作者即可，編者不需調整姓氏與名字次序。 II. 期刊論文(Journals and Articles) Ø 作者—“篇名,” —期刊名稱—期.卷數—(出版地: 年份/月份)—: 頁數。 初引： Yan, Hao-Chen, Lam, Man-Yue, Lee, Joseph Hun-Wei, “Field Measurements and Numerical Modeling of Hydraulic Transients in HDPE Pipeline with PRV Interaction,” Journal of Hydraulic Engineering 147.6 (ASCE: 2021.06): 67. 再引：Yan, Hao-Chen, Lam, Man-Yue, Lee, Joseph Hun-Wei, “Field Measurements and Numerical Modeling of Hydraulic Transients in HDPE Pipeline with PRV Interaction,” 67. 徵 引 書 目 ： Hao-Chen, Yan, Lam, Man-Yue, Lee, Joseph Hun-Wei, “Field Measurements and Numerical Modeling of Hydraulic Transients in HDPE Pipeline with PRV Interaction.” Journal of Hydraulic Engineering 147.6 (ASCE: 2021.06): 1-67. 研討會或論文集，未經正式出版之成果(Unpublished manuscripts, Lectures and Working papers)，引註如下： ◎作者—“篇名”—(研討會名稱/參與地: 參與場所, 日期)—頁數。 初引： 1. David G. Harper, “The Several Discoveries of the Ciliary Muscle” (PowerPoint

244 presentation, 25th Anniversary of the Cogan Ophthalmic History Society, Bethesda, MD, March 31,2012), 24. 2. Deborah D. Lucki and Richard W. Pollay, “Content Analyses of Advertising: A Review of the Literature” (working paper, History of Advertising Archives, Faculty of Commerce, University of British Columbia, Vancouver, 1980), 46. 再引： 1. David G. Harper, “The Several Discoveries of the Ciliary Muscle”, 24. 2. Deborah D. Lucki and Richard W. Pollay, “Content Analyses of Advertising: A Review of the Literature”, 46. 徵引書目： 1. David G. Harper, “The Several Discoveries of the Ciliary Muscle” PowerPoint presentation, 25th Anniversary of the Cogan Ophthalmic History Society, Bethesda, MD, March 31, 2012. 2. Deborah D. Lucki and Richard W. Pollay, “Content Analyses of Advertising: A Review of the Literature” Working paper, History of Advertising Archives, Faculty of Commerce, University of British Columbia, Vancouver, 1980. III. 電子書(Electronic Books) Ø 作者—書名—(出版地: 出版社, 年份)—電子書類型—頁數. 初引：John Jowett, et al, The Oxford Shakespeare: the Complete Works, 2nd ed, (Oxford: Clarendon Press, 2005), EPUB, 60. 再引：John Jowett, et al, The Oxford Shakespeare: the Complete Works, 2nd ed, EPUB, 60. 徵引書目：Jowett, John, William Montgomery, Gary Taylor, Stanley Wells. The Oxford Shakespeare: the Complete Works, 2nd ed. Oxford: Clarendon Press, 2005, EPUB. IV. 報紙(Newspapers) Ø 作者/機構—“標題”—報刊名稱—月日, 年/期數—版數(如有)—URL/資料庫(如有).

245 初引：Georgina Rannard, “Five planets to line up in rare planetary conjunction” BBC News Climate & Science, June 24, 2022, https://www.bbc.com/news/science-environment-61910977. 再引：Georgina Rannard, “Five planets to line up in rare planetary conjunction”, BBC News Climate & Science, June 24, 2022. 徵引書目：Rannard, Georgina, “Five planets to line up in rare planetary conjunction” BBC News Climate & Science, June 24, 2022, https://www.bbc.com/news/science-environment-61910977. V. 碩博士學位論文(thesis and dissertations.) Ø 作者—“論文名稱” —章節—(碩 /博士論文 , 畢業大學 , 年份)—頁數—URL(如有). 初引：Melanie Subacus, “Duae Patriae: Cicero and Political Cosmopolitanism in Rome,” abstract (PhD diss., New York University, 2015), v, http://pqdtopen.pro quest.com/pubnum/3685917.html. 再引：Melanie Subacus, “Duae Patriae: Cicero and Political Cosmopolitanism in Rome,” abstract, v. 徵引書目：Subacus, Melanie, “Duae Patriae: Cicero and Political Cosmopolitanism in Rome.” PhD diss., New York University, 2015, http://pqdtopen.proquest.com/pubnum/3685917.html. VI. 檔案與政府文件(public and Legal documents) Ø 作者—檔案匯編名稱/卷/冊數—(出版地: 出版商, 年份)—頁數. Ø 作者(如有)—檔案/文件名稱—日期(如有)—檔案/文件編號—收藏機構(如有)—頁數(如有). 初引： 1. Arthur Christopher, Viscount Esher, The Letters of Queen Victoria: A Selection from Her Majesty’s Correspondent between the Years 1837-1861, Vol. III(London: John Murray, 1908, Published by Authority of Her Majesty the King), 163-178. 2. Act of Settlement, 1701,12 & 13 Will. 3, c. 2.

246 再引： 1. Arthur Christopher, Viscount Esher, The Letters of Queen Victoria: A Selection from Her Majesty’s Correspondent between the Years 1837-1861, Vol. III, 163-178. 2. Act of Settlement, 1701,12 & 13 Will. 3, c. 2. 徵引書目： 1. Christopher, Arthur, Viscount Esher. The Letters of Queen Victoria: A Selection from Her Majesty’s Correspondent between the Years 1837-1861, Vol. III. London: John Murray, 1908, Published by Authority of Her Majesty the King. 2. Act of Settlement, 1701,12 & 13 Will. 3, c. 2. VII. 其他網絡資源(Websites resources) Ø 作者/機構/其他名稱—“標題” 網站名稱—瀏覽/最後修改日期—網址. 初引、再引與徵引書目： 1. Alliance for Linguistic Diversity, n.d. “Balkan Romani.” Endangered Languages. Accessed April 6,2016. http://www.endangeredlanguages.com/lang/5342. 2. Google. 2016. “Privacy Policy.” Privacy & Terms. Last modified March 25,2016. http://www.google.com/policies/privacy/.

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