汉语作为第二语言教学目前在欧洲方兴未艾,与此同时,也面临众多挑战。其中,初级汉语和汉字的教学法不得当,会加大学习者的学习难度,挫伤其积极性,使不少学习者浅尝辄止。如何帮助欧洲学习者实现汉语学习的可持续发展已经引起学界和决策层面的高度重视和深入研讨,因为这实际上事关我国汉语国际推广与传播事业的可持续发展。基于此,笔者以在法国和比利时从事对外汉语教学的实践为依据,通过分析欧洲初级汉语学习者在语言学习观、语言学习策略和语言学习动机三个层面表现出的外语学习特点,认为科学地引导欧洲学员“入门汉语”是关键,激发并培养他们对汉语及其文化的持久兴趣则是重中之重,为此提出了三点相应的初级汉语教学策略:兴趣为支点,“交际文化”做路径,激发学生特久的学习热情;汉外对比,揭示汉语特点,破除汉语难学的思维定式;分散学习难点,突出学习重点,树立学好汉语的自信心。 As a second language teaching, Chinese is currently on the rise in Europe. At the same time, it faces many challenges. Among them, the teaching methods of primary Chinese and Chinese characters are not appropriate, which will increase learners’ learning difficulty and dampen their enthusiasm, making many learners try their best. How to help European learners to achieve sustainable development of Chinese learning has drawn great attention and discussion from the academic and decision-making levels because it is actually related to the sustainable development of Chinese international promotion and communication in our country. Based on this, based on the practice of teaching Chinese as a second language in France and Belgium, the author analyzes the characteristics of foreign language learning demonstrated by European learners in three aspects: language learning, language learning strategies and language learning motivation. It is the key to guide European students “introductory Chinese ”. To stimulate and cultivate their long-term interest in Chinese and its culture is the most important. To this end, three corresponding primary Chinese teaching strategies are put forward: interest is fulcrum, Communicative culture "to inspire students’ long-term enthusiasm for learning; comparison between Chinese and foreign countries to reveal the characteristics of Chinese and to break the hard-to-learn thinking style of Chinese; to disperse learning difficulties, highlight learning points and establish self-confidence in learning Chinese well.