随着全球化的不断加剧和各国市场的逐步开放，导致了各区域文化间的渗透、融合和冲突。 电影作为跨文化传播的重要媒介载体，它的出现无疑加剧了本土文化和文化全球一体化之间存在的 冲突与融合的矛盾。因此，为了应对电影全球化导致的各国电影同质化危机，必须对电影全球化的 现象有明确、深入的认识。本文在文化全球化理论研究的基础之上，将电影全球化的类型分为“马 赛克”式和“阶梯”式两类，并指出当下中国藉由中外合拍片大力发展“马赛克”式的全球化才是 捍卫传统文化、塑造中国良好国际形象、表述中国社会主义核心价值观的真正出路。中国将依靠自 身强大的市场资源、充足的人力资源、繁荣的经济资源、丰厚独特的文化资源和多样化的自然环境 资源等强劲优势，同其他国家和地区展开紧密化、多元化的项目合作和资源输出等电影全球化的协 作部署。可以预见的是，中国电影未来将会与更多的国家展开合拍合作，将大美的中国文化用影像 的方式书写，在世界的各个角落生根结果。

After a lot of Japanese foreign words came into Taiwan, there was a change in language and language. In fact, these changes are inevitable in the category of foreign language. Because those who use these words define these words, and even enforce the expansion and remembrance of these words. Especially, in the Chinese system which emphasizes the ideograms, when the new foreign words are encountered, there are little or many changes in the words and abbreviations of the words. All of these are normal changes. In this way, these foreign words converge smoothly into the translations and take root. By comparison, Japanese loanwords are changed drastically through changes in internal structures such as changes in formal structure, as well as transfers and derivations. And it makes these changed words. Relatively complete forms of derivation and strong reproductive. With the development of science and the universalization of the mass media such as the Internet, we often enjoy the resources of global society and international society. The most important one is language. Therefore, if we look carefully at these loanwords appropriately and objectively, we can use these words precisely and new words can be imported into the country through translation. Thus, the richness and diversity of domestic words can be increased.

In order to explore the similarities and differences among the "Petty bourgeois" factors in the various periods of Chinese film, this paper traces the evolution of the "Petty bourgeois" factors in the context of the Mao era, the Deng era, and the globalization era, respectively. First of all, under the Guidance of "Literature and Art Serving the Workers, Peasants and Soldiers" in the Mao era, film became a tool for propagating the ideology of class struggle. Elements of petty bourgeoisie literature such as "Individualism, Critical Realism, Sentimentalism" were abandoned and obscured in the film. The urban petty bourgeoisie was the main cinema audiences at the time, but it was not the subject of film creation. Second, in the era of Deng, as the reform of the social commodity economy, the traumatic literature film with the characteristics of "Individualism and Sentimentalism" was popular with the public. "Petty bourgeois" elements of literature and art abandoned by the Mao era began to return to the stage of history. Especially in the late 1980s, the "Wang Shuo Literature" movie, which depicts a special youth class in modern Chinese society, opened the prelude to the "new" Petty bourgeois era. Finally, with the return of Hollywood films to the Chinese market in 1995, Chinese films entered the era of globalization. Hollywood films produced a large amount of "new" petty bourgeois with the aesthetic taste of "Western middle class." With the rise of "new" petty bourgeois, films which expressed romance, rebellion, sentimental, comedy have become part of China’s diversified film market. Students and urban youth with “new” petty bourgeois character became the subject of the “new” petty-bourgeois films. The main body of Chinese film creation has taken a step closer to the image of a multi-faceted public image.

The country which writes a Chinese most plentifully from current whole world will be Taiwan and China (continent). 'The taiwan' with 'continent' original “same race and east it sees, as the fuselage” all Beijing word meaning foundation makes. From 1949 after the both eyes (Taiwan and China) which about 60 year for is almost discontinued a big development were to the social economy and the cultural reform from beriberi they brought. About 50 the time of year flowed and part Chinese of Taiwan with the Chinese which from China (continent) is used from change process the actual condition which is expressed different appeared. Taiwan and China (continent) about 60 were year and during old time were discontinued 1986 to become, it stood and it allowed the Chinese relative visit or an investment of the Taiwan compatriots. The traffic of the both eyes develops continuously with the opportunity which will reach, when about 60 year for it was discontinued, sometimes from the difference of the use vocabulary back perplexity did the both eyes compatriots be. Are like that the specialists of the both eyes comparative study is various from vocabulary, use and pronunciation back various direction of the both eyes. It listened in recent times and it came and “the Chinese studying hot blast” happened from whole world and the foreigners frequently Taiwan and China (the continent) clearly does not divide the difference of Chinese the actual condition occurred. The actual both eyes from basic one e bottle sound notation of Chinese the difference is appearing from pronunciation, vocabulary and the grammatical back about under starting. The research which it sees relationship of this both eyes of the Chinese studying sleeping field of the inside and outside of the country about under including is dawned the difference and the cause of language and vocabulary actual condition the man with underdeveloped genital organ the objective of the place where it does is. The place where the nations which are to the situation where the situation is similar research a vocabulary change and a difference compared to further Taiwan and China (the continent) the reference becomes wishes in the comparative study which relates with a vocabulary change and a difference.

중국어를 모국어로 사용하지 않는 학생들의 중문 능력을 효과적으로 향상시키 는데 있어, 읽기를 강화하는 것은 매우 중요하고도 현저한 효과가 드러나는 방법 이다. 그러나 효과적인 독해의 목적에 도달하기 위해서는 학생들의 한자 능력을 발전시키고 공고하게 하는 것이 우선적인 임무이다. 본 연구의 주요 목표는 Dr. David Rose가 제안했던 Reading to Learn 학습이 론에서 출발하여 그림책 교육의 과정에 결합시켜 어떻게 하면 비화교 학생들의 중국어 학습이 효과가 극대화할 수 있으며, 이를 토해 그들의 한자 습득과 읽기, 쓰기 능력을 향상 시킬 수 있는가를 논의하였다. 본 연구는 액션 러닝 기법을 이용하였는데, 이들의 행동을 연구하는 기간 동안에 연구원과 유관 중학교의 부교장은 비화교 학생들의 한자 사용 능력이 향상되 어, 읽고 쓰는 능력에 이르는 것 외에도 위에서 제기하였던 방법을 실제 어떻게 운영하여 얼마나 비화교 학생들의 그림책 읽기의 흥미와 효과를 높일 수 있는지 를 알고 싶어 하였다. 연구결과를 통해 우리는 Reading to Learn 학습법이 그림책을 결합한 교육인 ｢文類教學法｣을 운용할 때 비화교 학생들의 한자 습득과 읽기 능력이 증가함과 더 나아가 읽기에 대한 흥미를 진작시킬 수 있음을 확인하였다.

This paper addresses and discusses some major issues in Chinese characters education in Teaching Chinese as a Second Language (CSL).  Chinese characters teaching in CSL involves training skills such as character recognition & production, as well as reading & writing skills.  A very simple and common question from amateur is that how many characters should be taught at different levels and which set of characters should be taught at different level.  However, some important literatures in the CSL field in recent years (Jin, 2006; Zhao, 2009) advocate pragmatic views and emphasize that correctness of language forms can only solve the basic problems of “what”, but “when the language is used”, “to whom the language is used” and “in what situation the language is used”, are important in determining the successfulness of communication.  Following the pragmatic views of language teaching and learning, teacher incorporating one keyword in teaching CSL nowadays is “pragmatic based”.  Learners and teachers concern the actual targeted learning outcomes which are not just how many characters are learnt, but what the learners can do.  In order to achieve the outcomes, there are several issues teachers and curriculum planner to address and to discuss.  The skills involved include: 1. Characters collocations 2. Pragmatic use of language 3. Law of diminishing return in learning (Hsueh, 2005; Mark & Lu, 2005) This paper would use cases in tertiary education teaching CSL in Hong Kong to discuss the issues. 

當前對外漢字教學面臨三種困境：1. 漢字教學的定位不明。2. 漢字學習的效率不彰。3. 傳統字與簡化 字分立。漢字學習的定位，指漢字認寫能力在華語文學習中的比重。當前漢字教學未受到應有重視的原因，一是受到「聽說讀寫」語文能力的誤導。二是因電腦科技發達，造成寫字工夫可有可無的假象。三是受詞本位教學的影響，以致忽略漢字認寫的訓練。因應之道，是透過部件、部首的學習，加強認字、寫字能力，並透過「由詞識字、由字識字、以字帶字、以字帶詞」的教學策略，即可在詞本位教學環境下讓學生獲得認字、寫字的訓練。漢字學習的效率不彰，是由於方法老舊，字形的學習大多透過死記，數十年來進展不多，故應加強字理教學，鞏固學習印象與引發興趣，更需開發數位工具，建立多元化的教學模式。由於傳統字與簡化字使用分歧，當前學習中文的外國人士，無論從事經貿、政治、新聞、文化、教育等工作，都得面對兩套的漢字系統，頗難抉擇，教師應正視當前漢字雙軌使用的現況，輔導學生雙軌學習。根據研究，學生只須掌握483組字形的對照關係，即可具有雙軌閱讀的能力。綜合以上種種教學策略與方法，當能為漢字教學帶來新的面貌。