1、毕 业 论 文On Differences between Confucius Institute and Goethe Institute and the Inspirations 孔子学院与歌德学院的区别及启示学生姓名 专 业 英 语 学 号 0708100095 学 院 外国语学院 班 级 英语 0703 指导老师 职 称 教 授 湖 南 商 学 院二 一一年五月二十三日ABSTRACTWith the development of China for several thousand years, the great Chinese people have created a bril
2、liant and splendid culture. Confucius Institute, like other language agencies, has become the first cultural brand of China. From this point, there is no doubt that it takes on the great mission of language promotion and traditional culture transmission. Thus, the rocketing development of Confucius
3、Institute will lead Chinese culture to a more colorful international arena.In this paper, the cultural connotation and development of Confucius Institute and Goethe Institute are firstly analyzed, and then by exploring the differences in aspects like cultural organization, activities, funds, textboo
4、ks as well as relation with enterprises and universities, we can gain some inspirations naturally, such as accelerating development of commercial operation, strengthening training of Chinese teachers, strengthening cooperation with local enterprises and improvement of textbook compiling. All of this
5、 being said, they can better promote the developmental potential of Confucius Institute and propel economic development and cultural transmission. KEY WORDSConfucius Institute; Goethe Institute; differences; inspirationsI内 容 摘 要中华民族在几千年的发展过程中，创造了丰富灿烂的中国文化。孔子学院，作为中国的首个文化品牌，与世界其他国家的语言推广机构一样，无疑肩负起语言推广与
6、传统文化传播的伟大使命。孔子学院的迅速发展将引领中国文化在国际舞台上绽放绚丽的火花。 本文首先分析了孔子学院与歌德学院各自的文化内涵与发展历程，让读者对其有初步了解，然后分析了两者在组织结构，活动开展，资金来源，教材编撰以及与企业、大学的关系等方面的不同，并从中得出一些启示，比如：进行商业化经营，加速文化产业发展；加强与企业的合作，扩大资金援助；加强教师培训，提升教学质量等，从而更好的提升孔子学院的发展前景，带动整个中国的经济发展和文化传播。 关 键 词孔子学院；歌德学院；区别；启示IICONTENTS1 Introduction12 Reviews of Confucius Institut
7、e and Goethe Institute22.1 Brief Introduction to Confucius Institute22.2 Brief Introduction to Goethe Institute33 Differences between Confucius Institute and Goethe Institute53.1 Differences in Organizational Structure53.2 Differences in Relations with Universities73.3 Differences in Activities and
8、Funds83.4 Differences in Relation with the Enterprises93.5 Differences in Relation with Culture Industry103.6 Differences in Textbooks114 Inspirations from Comparison of Confucius Institute and Goethe Institute124.1 Accelerating Development of Culture Industry and Commercial Operation134.2 Strengthe
9、ning Training of Chinese Teacher for Foreigners144.3 Strengthening Cooperation with Local Enterprises164.4 Improvement of Textbook Compiling175 Conclusion19References21第 0 页 共 19 页On Differences between Confucius Institute and Goethe Institute and the Inspirations1 Introduction With the development
10、of economy, the enhancement of comprehensive national strength and the elevating of national image and status, peoples from all over the world begin to meet the boom of Chinese in a new sight. They not only focus on the development of the society, but also pay an active attention to the Chinese trad
11、itional culture. In order to satisfy the demand of paying close attention to China, to learn about the world of China and finally to accept our China, Confucius Institute, a cultural transmission and communication program centered on language learning and traditional culture, arises worldwide at the
12、 historic moment. The emerge of Confucius Institute not only means that China starts to blend in the historical trend of economic globalization and cultural diversification, but also means that the cultural transmission and communication have stepped into a new page. However, with the increasing fav
13、or of Chinese and the accelerating development of Confucius Institute, there appear some advantages and also some problems. At this moment, some scholars put forward some other international language promotion agencies such as Goethe Institute and get some inspirations from them. The development of
14、such institute is becoming a hot topic. However, this is far from enough. For this paper, it will focus on the differences between Confucius Institute and Goethe Institute, and then get some inspirations.2 Reviews of Confucius Institute and Goethe InstituteIn the past few years, Confucius Institute
15、has appeared like mushrooms after rain. More and more connotations have been added and more and more actions have been taken in order to show a better language agency and to afford 第 1 页 共 19 页a better platform for our refulgent culture. In the meantime, the Goethe Institute, a mature language promo
16、tion agency, has also made its growing.2.1 Brief Introduction to Confucius InstituteInstead of being an ordinary school, the Confucius Institute is a non-profit-making public-welfare institution involved in dissemination of Chinese culture and cultural exchanges. The most important work for the Conf
17、ucius Institute is to provide standard and authoritative textbooks of modern Chinese as well as some genuine channels for Chinese learning. Confucius is a representative figure of Chinese culture. Choosing Confucius as a brand for Chinese language teaching means the revival of Chinese traditional cu
18、lture.Confucius is a famous authority of Chinese culture and a great spiritual tutor of Chinese people. His spirit is the most important one for the young in modern China. “Confucius Culture is not only the fruit of Chinese national wisdom, but also the theoretical basis of Chinese ethnic values” (K
19、an Huaiyuan, 2010: 20). Carrying forward the ideas of “harmony is valuable” and “harmonious but different” initiated by Confucius, the Confucius Institute aims to promote the communication and interchange between Chinese and foreign culture so as to build a harmonious world with eternal peace and co
20、mmon prosperity. Besides, in modern times, many new elements have been taken into consideration. Some professions hold the idea that the cultural information and connotation of Confucius Institute should include the following items. The first one is Confucius. Confucius, a thinker, educator and phil
21、osopher, is the pioneer of the Confucius Culture. He held the view of “make no social discriminations in teaching” and “be in satiable in learning and tireless in teaching” (Wikipedia). The second one is Chinese. Culture is inherited by language. Chinese, as the apple of national wisdom, is a precio
22、us cultural wealth. Knowing the cultural information and connotation loaded by Chinese is the initial task of Confucius Institute. The third one is Chinese art. In the teaching process, the interests can be raised by showing of such art, and thus, the fair cultural talk can be realized. Of course, a
23、part from these connotations, there are other elements such as 第 2 页 共 19 页Chinese Kung fu, custom, medicine and so on. (Zhang Xingfu, 2010：128）(1)中 国 关 于 解 决 台 湾 问 题 的 政 策 没 有 任 何 改 变 我 们 始 终 坚 持 “和平 统 一 ， 一 国 两 制 ”的 方 针 和 江 泽 民 主 席 所 提 出 的 “八 项 主 张 ”。English version: There is no change whatsoever
24、in our policy toward the settlement of the question of Taiwan. We always adhere to the policy of “Peaceful Reunification” and “One Country, Two Systems”, as well as the eight point proposal put forward by President Jiang Zemin.From 2002, the Ministry of Education and Countries Leading Group in Teach
25、ing Chinese as a Foreign Language have begun to build language promotion agencies abroad. On March, 2004, the representative Chen Zhili in the State Council proposed to name the language agency as “Confucius Institute”, which was naming after Confucius, the representative of Chinese traditional Conf
26、ucius Culture. Countries Leading Group in Teaching Chinese as a Foreign Language established the Chinese Bridge Project in 2003. The aim of this program is to promote Chinese, to propagate Chinese culture, to enrich other nations comprehension of China, to consolidate friendship with China and also
27、to boost the peace and development of the whole world. Confucius Institute is one of these programs in this plan. Comparing with the previous Chinese teaching, Confucius Institute will be the most standard and important channel for Chinese learning.Up to now, there are 322 Confucius Institutes and 3
28、69 Confucius Classrooms in 96 countries and areas. And 61 colleges and universities have taken part in cooperation process in running schools, and providing teachers and volunteers for other countries. 2.2 Brief Introduction to Goethe InstituteGoethe Institute, naming after the famous literati Johan
29、n Wolfgang Goethe, is the biggest transmission and promotion agency in German. It aims to promote the language teaching, to enhance the cultural communication and to show a colorful Germany by wonderful German training and information from aspects of culture, society, policy and so on. For such an i
30、nstitute, it has its own 第 3 页 共 19 页connotations and development. For Goethe Institute, people may be more familiar with the famous poet Johann Wolfgang Goethe, who is well-known as the greatest poet in Europe. Goethe placed particular emphasis on the humanism and stressed on kindheartedness, compr
31、ehension and tolerance. He spoke highly of the individuals action and proposed the slogan “world literature”. In his opinion, different peoples should hold the cultural communication in order to “knowing each other, understanding each other”. (Li Pingmin, 2005) For this point, it is in accordance wi
32、th the running purpose of Goethe Institute. Besides, except the literature works, Goethe also left us a great many. He had many great researches and finds in various domains, such as aesthetics, philosophy, history, biology, etc. There is no doubt that he is a historic superman and an outstanding re
33、presentative of Germans. Thus, Goethe Institute, a language agency with the spirit of Goethe, will undertake the task of German cultural transmission, not only language teaching. It shows us successfully that there is not only a Hitler, but also a Goethe in Germany. Germany is not a brutal country b
34、ut an enlightened one. Goethe Institute, which was built in 1957, has 144 branches and spreads over 78 countries and areas. It is usually regarded as the continuing of the German institute which was built in Munich in 1925. At the beginning, the clients of German Institute were Germans, and since th
35、e autumn of 1929, its target turned to the foreigners. Its key work also became the setup of German language training class in the foreign countries. In 1932, it was 100 anniversary of Goethe. German Institute set up a subdivision aimed to specially train German teachers, which was finally called Go
36、ethe Institute. For the history of Goethe Institute, there are three main periods. The first period is the stage of recovering and development. In this period, the core task of foreign cultural policy in Germany is cultural self-promotion. In this stage, Goethe Institute began to build and rebuild t
37、he whole system in order to create an image of “civilized country”. The second period is the stage of mitigating. As the biggest media organization of cultural communication in Germany, Goethe Institute got 第 4 页 共 19 页more ratification from government for its value. It was taken into the Federal fo
38、reign cultural policies and its status of autonomy was established legally. The third period is a new page of development. Along with the unifying of German, Goethe Institute has built a lot of branch courts in Europe, even in Asia, Mideast, etc. It not only spreads German culture, but also takes in
39、 many other cultural elements from other nations. (Bao Chaoyi, 1998：39)3 Differences between Confucius Institute and Goethe Institute As a language agency, a new emerging thing in China but a historical one in other developed countries, Confucius Institute is usually compared with the other language
40、 agencies such as Alliance Franaise, Goethe Institute, etc. Though from the aspects of purpose, nature, managing pattern, etc, the agencies are much the same, there still exist many differences. In this part, the differences between Confucius Institute and Goethe Institute will be introduced.3.1 Dif
41、ferences in Organizational StructureOrganizational structure refers to the way of how to divide and coordinate the work. As for Confucius Institute, the organizational form is unified. They must accept the unified leadership of headquarters of Confucius Institute for the reason that its a non-govern
42、mental Organization subordinating to the Countries Leading Group in Teaching Chinese as a Foreign Language. There are usually two headmasters: a Chinese headmaster and a local headmaster. As to the shared headmasters, Chinese principal is mainly responsible for daily management and administrative wo
43、rk, as well as launching kinds of business and activities. Mostly, local principal, the honorary president, is responsible for the coordination of various basic foreign relations only. For example, the Confucius Institute in Korea has two masters: one is a representative of China and the other is a
44、representative of Korea. Both are accepting the leadership of the Confucius Institute headquarters. However, Goethe Institute is a non-governmental organization which has treaty with the 第 5 页 共 19 页Ministry of Foreign Affairs. It has no specific leader-member relationship with its headquarters. The
45、 branches can keep independent operation mode according to the specific circumstances under the authorization of headquarters. In 2004, the general secretary of Goethe Institute, Andreas Schlueter signed a framework agreement with the director of the Ministry of Foreign Affairs which restated three
46、primary missions relegating to Goethe Institute. The missions are promotion of German, boosting of international cultural cooperation and showing of a colorful Germany. In this agreement, Goethe Institutes can launch work independently and have a great many autonomous rights. “Germany, in overseas c
47、ultural work, mainly depends on Goethe institute. The embassy does only a small part of the routines, namely, the office works.” (Mobede, 2004) Taking Beijing branch as an example, the Goethe Institute signed an agreement with China and from then on it has had sufficient rights such as managing, ope
48、ration, etc. Besides, comparing with the Goethe Institute, Confucius Institute is very young. From the inception, Confucius Institute has built a set of running mode with Chinese special characteristics. Among the council of Confucius Institute headquarters, there are 10 foreign members who come from some famous universities such as Edinburgh University in Britain, Waseda University in Japan, etc. The foreign syndics and Chinese syndics work together to devise strategies for the global development of Conf
