引言我国的日语教育从中日邦交正常化到现在,大致经历了四个阶段。分别为1972-1980年、1980-1990年、1990-2010年、2011年到现在这四个阶段。刘慧云(2012:235)指出:“第一阶段我国日语教育规模小,培养的多为翻译人才,教学目标主要是对日语语言的理解。进入80年代,高校日语教育逐步由从注重知识传授转向能力的培养。90年代开始到2010年,中日交流文化日益频繁,日语专业人才需要呈现了需求量激增、一线工作的日语人才紧缺、跨文化交际活动对交际能 Introduction The normalization of Japanese education in China from its normalization to the present has generally gone through four stages. Respectively, 1972-1980, 1980-1990, 1990-2010, 2011 to now these four stages. Liu Huiyun (2012: 235) pointed out: ”In the first phase, the Japanese education in our country was small in size and mostly trained as a translator, and the teaching goal was mainly the understanding of Japanese language. In the 1980s, Japanese education in higher education institutions gradually shifted from focusing on knowledge transfer Ability to cultivate the 90’s to 2010, Sino-Japanese exchange culture is increasingly frequent, Japanese professionals need to show a surge in demand, front-line work of Japanese talent shortage, cross-cultural communication activities of communication