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王亚敏 

北京大学，中国

 

杜月明 

南开大学，中国

 

宾帅 

北京大学，中国

 

数字人文（ Digital Humanities）作为数字技术与人文社会科学深度交叉的新兴领域，正在为人文学术研究带来方法论层面的深刻变革。数字人文是用数字工具、技术及媒介为人文学科研究提供新视角、新方法、新思路的重要范式。在新文科建设背景下，国际中文教育正处于转型发展的关键期。从“细读”（ close reading）走向“远观”（ distant reading），从文本阐释延展至数据驱动，这一范式转型不仅重塑了传统人文学科的研究方式，也为国际中文教育注入了新的理论视角与实践工具。在全球化与智能化交汇的时代语境下，如何借助数字技术推动国际中文教育的教学创新、学习变革与学术拓展，已成为学界共同关注的重要议题。

 

本专刊收录的 12 篇论文，正是这一跨学科探索的前沿成果。这些研究立足于真实的教学场景与学习数据，聚焦数字人文视域下的教学干预、学习机制、语言分析与技术伦理，体现出鲜明的实证取向与方法论自觉。

 

Digital Humanities and International Chinese Education: Paradigm Transformation and Practical Exploration
 

Yamin Wang

Peking University, China

 

Yueming Du

Nankai University, China

 

Shuai Bin

Peking University, China

 

As an emerging interdisciplinary field that deeply integrates digital technology with the humanities and social sciences, Digital Humanities is driving a profound methodological transformation in humanities research. Digital Humanities represents an important paradigm that employs digital tools, technologies, and media to provide new perspectives, methods, and approaches for humanities research. In the context of New Liberal Arts construction, International Chinese Education is at a critical juncture of transformational development. The shift from “close reading” to “distant reading,” extending from textual interpretation to data-driven approaches—this paradigmatic transformation not only reshapes research methods in traditional humanities but also injects new theoretical resources and practical tools into International Chinese Education. Against the backdrop of globalization and intellectualization, how to leverage digital technology to promote pedagogical innovation, learning transformation, and academic expansion in International Chinese Education has become an important topic of common concern in the academic community.

 

The twelve papers included in this special issue represent cutting-edge achievements in this interdisciplinary exploration. Grounded in authentic teaching scenarios and learning data, these studies focus on pedagogical intervention, learning mechanisms, language analysis, and technological ethics from the perspective of Digital Humanities, demonstrating a distinct empirical orientation and methodological self-awareness.