语言景观指的是出现在公共路牌、广告牌、街名地名、商店招牌以及政 府楼宇的公共标牌之上的语言共同构成的某个属地、地区或城市群的景观 （Landry & Bourhis，1997）。语言景观研究发展至今，逐渐呈现出多学科、 交叉性的特点，在理论和实证研究方面都得到了了颇为丰硕的成果。

    在已经有的研究成果的基础上，本文将探讨语言景观应用于国际中文教 育的可行性，探索校园语言景观成为一种辅助性教学资源的实现路径。具体 来说，本文以北京师范大学珠海校区为例，对线下和线上的校园语言景观进 行了采集和加工，初步构建了一个包含 73 个校园语言景观的资源库，包括 18 个线上校园语言景观和 55 个线下校园语言景观。其中，线下语言景观包 括校园不同地点的指示牌、警示牌、广告牌、建筑名和横幅标语中的内容， 线上语言景观包括学校/学院官方网站、公众号的导航标题和相关信息，每 个语言景观均从国际中文教育的实际需求出发，对其涉及的基础信息（如语 言点、文化内涵）和教学应用建议（如适用教学目标、对象和课型）进行了 标注加工。进一步地，本文基于该资源库探讨了校园语言景观的整体特点、 语言点特征和文化内涵，以期为面向国际中文教育的语言景观资源库建设和应用提供参考。

Linguistic landscapes refer to the landscape of a territory, region, or urban agglomeration of languages that appear on public street signs, billboards, street names, shop signs, and public signage of government buildings (Landry & Bourhis, 1997). Since the development of language landscape research, it has gradually shown the characteristics of multidisciplinary and intersectional, and has achieved fruitful results in theoretical and empirical research.

Based on the existing research results, this paper will explore the feasibility of applying language landscape to international Chinese language education, and explore the realization path of campus language landscape as an auxiliary teaching resource. Specifically, taking Beijing Normal University Zhuhai Campus as an example, this paper collects and processes offline and online campus language landscapes, and preliminarily constructs a database containing 73 campus language landscapes, including 18 online campus language landscapes and 55 offline campus language landscapes. Among them, the offline language landscape includes the content in signs, warning boards, billboards, building names and banners of different locations on campus, and the online language landscape includes the official website of the school/college, the navigation title of the official account and related information, each language landscape is based on the actual needs of international Chinese language education, and the basic information (such as language points, cultural connotations) and teaching III application suggestions (such as applicable teaching objectives, objects and lesson types) are marked and processed. Furthermore, based on this database this paper discusses the overall characteristics, language point characteristics and cultural connotations of campus language landscape, in order to provide reference for the construction and application of language landscape database for international Chinese language education.