二十四节气文化的中韩比较与教育实践研究——孔子学院跨文化教育视角

A Comparative Study of the Twenty-Four Solar Terms Culture between China and Korea and Its Educational Practice: A Perspective on Cross-Cultural Education at Confucius Institutes

The Twenty-Four Solar Terms, as a temporal wisdom of ancient Chinese agrarian civilization, embody the philosophical concept of “harmony between heaven and humanity” and ecological ethics, becoming a significant temporal system in the East Asian cultural sphere. This study focuses on the solar term cultures of China and Korea, adopting a research framework of “comparison-transformation-practice” to systematically analyze the similarities, complementarities, and differences in their philosophical foundations, folk expressions, and aesthetic characteristics. The study finds that Chinese solar term culture constructs social order through rational ritual systems, while Korean solar term culture reinforces life narratives through folk beliefs, both reflecting the ecological wisdom of East Asian temporal civilization. In terms of educational transformation, solar term culture possesses three educational functions—knowledge-based, experiential, and value-oriented. Its curriculum development can be achieved through “temporal structuring, task contextualization, and value reflection,” facilitating the integration of language, culture, and values in education. Teaching practices at the Confucius Institute of Woosuk University in Korea demonstrate that solar term courses effectively enhance learners' language proficiency, cultural identity, and cross-cultural understanding, serving as an innovative model for international Chinese education. The study further proposes pathways for the collaborative development of Chinese and Korean solar term cultures, suggesting that joint curriculum development, teacher training, and digital innovation can promote the sustained dissemination and mutual learning of solar term culture within global education systems.

二十四节气作为中国古代农耕文明的时间智慧，凝结了“天人合一”的哲学理念与生态伦理，已成为东亚文化圈的重要时间体系。本文以中韩节气文化为研究对象，基于“比较—转化—实践”的研究逻辑，系统分析了两国节气文化在哲学根基、民俗表达与审美特征上的同源共通与差异互补。研究指出，中国节气文化以理性礼制构建社会秩序，韩国节气文化则以民俗信仰强化生活叙事，二者共同体现了东亚时间文明的生态智慧。在教育转化层面，节气文化具有知识性、体验性与价值性三重教育功能，其课程化路径可通过“时间骨架化—任务情境化—价值反思化”实现语言、文化与价值的融合育人。以韩国又石大学孔子学院为例的教学实践表明，节气课程有效促进了学习者的语言能力、文化认同与跨文化理解，成为国际中文教育的重要创新形态。本文进一步提出中韩节气文化协同发展的路径，认为应通过课程共建、师资培养与数字化创新，推动节气文化在全球教育体系中的持续传播与文明互鉴。