【摘要】 本文基于以往国际中文教材评价研究成果，初步构建了国际中文教材评价量表，其后围绕量表评价指标的重要程度面向国际中文教师开展大规模抽样调查，最终通过因子分析得到包含9个维度、共40个指标的国际中文教材评价量表。该量表可为后续教材评价实践提供有效、可靠的工具支持。同时，基于因子分析结果与初构框架的比较，本文发现：（1）一线教师与专家学者的评价关注点存在差异；（2）区分适用主体是优化教材评价的有效方法；（3）教材对学习策略的引导作用尚未受到重视；（4）教材活动设计是培养学习者积极情感的重要途径。据此，本文提出相关建议，希冀对国际中文教材编写、使用与评价有所启示。更多还原

【Abstract】 Based on previous research on International Chinese language textbook evaluation, this paper constructs a preliminary framework for international Chinese language textbook evaluation and conducts a large-scale survey on the importance of evaluation indexes among international Chinese language teachers. A CSL textbook evaluation instrument with nine dimensions and 40 indexes has been yielded through factor analysis. The instrument demonstrates high stability and thus can serve as an effective and reliable tool for supporting subsequent textbook evaluation practices. Comparing the initial preset framework and factor analysis results, this paper found that:(1) there are differences in evaluation focus between teachers and experts;(2) distinguishing the applicable subjects is an effective way to optimize the textbook evaluation;(3)the role of textbooks in guiding learning strategies has not been given enough attention;(4) activity design in the textbooks is a critical approach to cultivating learners’ positive emotions. This paper also proposes relevant suggestions on the compilation, usage, and evaluation of international Chinese language textbooks.更多还原