{"id":281501,"date":"2026-01-08T08:03:02","date_gmt":"2026-01-08T08:03:02","guid":{"rendered":"https:\/\/oii.snh.mybluehost.me\/%e5%af%b9%e5%a4%96%e6%b1%89%e8%af%ad%e6%95%99%e5%ad%a6%e4%b8%ad%e7%9a%84-%e5%ba%90%e5%b1%b1%e7%8e%b0%e8%b1%a1%ef%bc%88%e4%b8%80%ef%bc%89\/"},"modified":"2026-01-20T07:59:32","modified_gmt":"2026-01-20T07:59:32","slug":"%e5%af%b9%e5%a4%96%e6%b1%89%e8%af%ad%e6%95%99%e5%ad%a6%e4%b8%ad%e7%9a%84-%e5%ba%90%e5%b1%b1%e7%8e%b0%e8%b1%a1%ef%bc%88%e4%b8%80%ef%bc%89","status":"publish","type":"post","link":"https:\/\/hihilulu.com\/fr\/%e5%af%b9%e5%a4%96%e6%b1%89%e8%af%ad%e6%95%99%e5%ad%a6%e4%b8%ad%e7%9a%84-%e5%ba%90%e5%b1%b1%e7%8e%b0%e8%b1%a1%ef%bc%88%e4%b8%80%ef%bc%89\/","title":{"rendered":"L\u2019\u00ab effet du mont Lu \u00bb dans l\u2019enseignement du chinois langue \u00e9trang\u00e8re (I)"},"content":{"rendered":"
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hihilulu \u2013 Note de l\u2019\u00e9diteur : Le professeur Jo\u00ebl Bellassent a souvent soulign\u00e9, lors du stage de formation des enseignants de hihilulu, l\u2019importance pour les enseignants d\u2019adopter un changement de perspective dans l\u2019enseignement, c\u2019est-\u00e0-dire de r\u00e9fl\u00e9chir et de construire leur cours du point de vue de l\u2019apprenant. Le professeur Bellassent a sp\u00e9cialement partag\u00e9 avec hihilulu son article de discussion pr\u00e9sent\u00e9 en 2015 au Forum International sur l\u2019enseignement du Chinois, et en a autoris\u00e9 une nouvelle publication. Bien que l\u2019article ait \u00e9t\u00e9 publi\u00e9 il y a plusieurs ann\u00e9es, les v\u00e9rit\u00e9s qu\u2019il contient restent intemporelles et profond\u00e9ment \u00e9clairantes. L\u2019article \u00e9tant assez long, nous le publierons en plusieurs parties.<\/em><\/p>\n

Pr\u00e9face r\u00e9dig\u00e9e par le professeur Bai Lesang lors de la premi\u00e8re publication :<\/p>\n

\n

\u00ab L\u2019\u00eatre humain est noble gr\u00e2ce \u00e0 sa capacit\u00e9 de penser et \u00e0 ses id\u00e9es. L\u2019homme peut r\u00e9fl\u00e9chir quelle que soit sa situation ou son contexte, mais l\u2019un des prix \u00e0 payer est qu\u2019il a tendance \u00e0 ne consid\u00e9rer les probl\u00e8mes que de son propre point de vue et \u00e0 \u00eatre souvent centr\u00e9 sur lui-m\u00eame. Cela peut conduire \u00e0 une vision \u00e9troite, comme celle d\u2019une grenouille au fond d\u2019un puits, et engendrer le \u201cph\u00e9nom\u00e8ne du mont Lu\u201d. Le c\u00e9l\u00e8bre vers de la po\u00e9sie Song : \u201cJe ne reconnais pas le vrai visage du mont Lu, simplement parce que je me trouve sur la montagne elle-m\u00eame\u201d, signifie que des obstacles subjectifs emp\u00eachent de percevoir la v\u00e9rit\u00e9 et l\u2019essence des choses. Il est donc n\u00e9cessaire de d\u00e9passer une perspective centr\u00e9e sur soi et d\u2019acqu\u00e9rir la capacit\u00e9 de se mettre \u00e0 la place des autres. \u00bb<\/em><\/p>\n

La force motrice essentielle de toute discipline r\u00e9side dans sa propre construction et son perfectionnement continus. En plus des recherches microscopiques (telles que les m\u00e9thodes d\u2019enseignement pour diverses activit\u00e9s langagi\u00e8res, l\u2019enseignement des caract\u00e8res chinois, l\u2019enseignement en classe, le vocabulaire, l\u2019enseignement culturel et grammatical, l\u2019\u00e9valuation p\u00e9dagogique, la motivation des apprenants, etc.), l\u2019enseignement du chinois comme seconde langue a un besoin urgent de recherches macroscopiques compl\u00e9mentaires \u00e0 celles-ci. Ces recherches incluent l\u2019ontologie de l\u2019enseignement du chinois ainsi que l\u2019\u00e9tude de l\u2019histoire de l\u2019enseignement du chinois langue seconde sous l\u2019angle de l\u2019\u00e9pist\u00e9mologie scientifique.
Les recherches macroscopiques devraient maintenir une certaine distance avec les recherches microscopiques, analyser objectivement les crises de d\u00e9veloppement qu\u2019a connues la discipline ainsi que les obstacles \u00e9pist\u00e9mologiques auxquels elle est confront\u00e9e. En d\u2019autres termes, les chercheurs en enseignement du chinois langue seconde doivent sortir du \u201cmont Lu\u201d, se placer en dehors de celui-ci pour observer, r\u00e9fl\u00e9chir et accomplir un travail d\u2019excavation des connaissances.<\/em><\/p>\n

Je remercie les coll\u00e8gues qui participent \u00e0 la discussion de cette rubrique, et qui, depuis diff\u00e9rentes positions situ\u00e9es \u201chors du mont Lu\u201d, explorent le \u201cph\u00e9nom\u00e8ne du mont Lu\u201d dans l\u2019enseignement du chinois langue seconde.<\/p>\n<\/blockquote>\n

Les obstacles \u00e9pist\u00e9mologiques de la discipline et le \u00ab ph\u00e9nom\u00e8ne du mont Lu \u00bb<\/h2>\n
\n

De face, la montagne se d\u00e9ploie en cr\u00eate ;
\nDe c\u00f4t\u00e9, elle se dresse en sommet.
\nDe pr\u00e8s, de loin, de haut, de bas \u2014 tout diff\u00e8re.
\nOn ne reconna\u00eet pas le vrai visage du mont Lu,
\nSimplement parce qu\u2019on se trouve dans la montagne m\u00eame.
\u2014 Su Shi, dynastie Song du Nord, \u00ab Inscription sur la paroi du monast\u00e8re Xilin \u00bb<\/p>\n<\/blockquote>\n

Dans le po\u00e8me de Su Shi \u00ab Inscription sur la paroi du monast\u00e8re Xilin \u00bb, les deux derniers vers \u2014 \u00ab On ne reconna\u00eet pas le vrai visage du mont Lu, simplement parce que l\u2019on se trouve au c\u0153ur de la montagne \u00bb \u2014 expriment par le langage po\u00e9tique une v\u00e9rit\u00e9 : pour comprendre une question dans sa globalit\u00e9 et \u00e9viter les erreurs d\u00e9coulant d\u2019exp\u00e9riences partielles, il faut garder une certaine distance par rapport \u00e0 l\u2019objet que l\u2019on cherche \u00e0 conna\u00eetre. En appliquant ce principe \u00e0 notre propre r\u00e9flexion, nous d\u00e9finissons le \u00ab ph\u00e9nom\u00e8ne du mont Lu \u00bb comme :
un \u00e9tat de pens\u00e9e ferm\u00e9, centr\u00e9 sur soi, fond\u00e9 sur l\u2019exp\u00e9rience personnelle, manquant d\u2019analyse correcte des choses environnantes et de sa propre situation ;
et comme un mode de pens\u00e9e \u00e9troit, r\u00e9sultant d\u2019un manque de recul et de lucidit\u00e9 \u00e0 l\u2019\u00e9gard de son environnement, conduisant \u00e0 des jugements erron\u00e9s sur les ph\u00e9nom\u00e8nes ext\u00e9rieurs.<\/p>\n

Toute science ou discipline, au cours de sa naissance, de sa consolidation, puis de son d\u00e9veloppement jusqu\u2019\u00e0 sa transformation qualitative, traverse des d\u00e9tours, des p\u00e9riodes de creux, voire des r\u00e9gressions. Face aux crises et aux d\u00e9fis, l\u2019\u00e9pist\u00e9mologie disciplinaire se d\u00e9veloppe dans la difficult\u00e9, jusqu\u2019\u00e0 conna\u00eetre des ruptures et produire des changements qualitatifs. La rupture \u00e9pist\u00e9mologique d\u2019une discipline constitue un facteur et un signe essentiel de son \u00e9tablissement. En revanche, si le d\u00e9veloppement d\u2019une discipline rencontre des obstacles \u00e9pist\u00e9mologiques, elle fait face \u00e0 une crise.<\/p>\n

La rupture \u00e9pist\u00e9mologique de l\u2019enseignement du chinois comme seconde langue s\u2019est produite dans la seconde moiti\u00e9 du XX\u1d49 si\u00e8cle. En 1978, lors de la \u00ab R\u00e9union de planification des disciplines linguistiques de la r\u00e9gion de P\u00e9kin \u00bb organis\u00e9e par l\u2019Acad\u00e9mie chinoise des sciences sociales, M. L\u00fc Bisong proposa pour la premi\u00e8re fois que l\u2019enseignement du chinois aux \u00e9trangers soit \u00e9tudi\u00e9 comme une discipline sp\u00e9cialis\u00e9e, et qu\u2019un cursus formant ce type d\u2019enseignants soit cr\u00e9\u00e9 dans les \u00e9tablissements d\u2019enseignement sup\u00e9rieur. Il expliqua la n\u00e9cessit\u00e9 et l\u2019urgence d\u2019\u00e9tablir cette discipline nouvelle et ind\u00e9pendante. Ses propositions furent reconnues et soutenues par les linguistes pr\u00e9sents. Le rapport publi\u00e9 \u00e0 l\u2019issue de la r\u00e9union, \u00ab Compte rendu de la r\u00e9union de planification des disciplines linguistiques de la r\u00e9gion de P\u00e9kin \u00bb, indiquait clairement : \u00ab L\u2019enseignement du chinois aux \u00e9trangers doit \u00eatre \u00e9tudi\u00e9 comme une discipline sp\u00e9cialis\u00e9e ; il convient de cr\u00e9er des institutions de recherche d\u00e9di\u00e9es et de former des sp\u00e9cialistes. \u00bb Cela marque la rupture \u2014 la transformation qualitative \u2014 de l\u2019\u00e9pist\u00e9mologie de l\u2019enseignement du chinois langue seconde, et \u00e9tablit cette discipline \u00e9mergente. Par la suite, l\u2019enseignement du chinois comme seconde langue est entr\u00e9 dans une phase de d\u00e9veloppement disciplinaire.<\/p>\n

Cependant, \u00e0 mesure que se sont r\u00e9v\u00e9l\u00e9s certains probl\u00e8mes dans ce d\u00e9veloppement, nous constatons que de nombreuses conceptions \u00ab pr\u00e9-scientifiques \u00bb continuent d\u2019entraver la formation d\u2019un \u00ab esprit scientifique \u00bb au sein de la discipline. Les obstacles \u00e9pist\u00e9mologiques cachent des risques pour son \u00e9volution. Ces obstacles prennent diff\u00e9rentes formes : id\u00e9ologie, culture, conceptions \u00e9ducatives, etc. Et les causes profondes de ces obstacles r\u00e9sident souvent dans le fait que nous ne sommes pas sortis du \u201cmont Lu\u201d, que nous n\u2019avons pas adopt\u00e9 une distance suffisante pour exercer une observation scientifique, et que nous n\u2019avons donc pas pu formuler des connaissances et des jugements plus rigoureux. Telle est l\u2019expression du \u00ab ph\u00e9nom\u00e8ne du mont Lu \u00bb dans l\u2019enseignement du chinois comme seconde langue.<\/p>\n<\/article>\n","protected":false},"excerpt":{"rendered":"

The perspective of teaching Chinese as a second language<\/p>\n","protected":false},"author":2,"featured_media":282312,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"nf_dc_page":"","_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[204],"tags":[],"class_list":["post-281501","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-professor-joel-bellassen"],"acf":[],"yoast_head":"\nL\u2019\u00ab effet du mont Lu \u00bb dans l\u2019enseignement du chinois langue \u00e9trang\u00e8re (I) - hihilulu<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/hihilulu.com\/\u5bf9\u5916\u6c49\u8bed\u6559\u5b66\u4e2d\u7684-\u5e90\u5c71\u73b0\u8c61\uff08\u4e00\uff09\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L\u2019\u00ab effet du mont Lu \u00bb dans l\u2019enseignement du chinois langue \u00e9trang\u00e8re (I) - 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