泰國(guó)中小學(xué)漢語(yǔ)課程設(shè)置調(diào)查研究
發(fā)布時(shí)間：2018-07-15 07:38
【摘要】：2014年的統(tǒng)計(jì)數(shù)據(jù)顯示,全球已有123個(gè)國(guó)家和地區(qū),共建立了465所孔子學(xué)院和713個(gè)中小學(xué)孔子課堂,這是漢語(yǔ)推廣事業(yè)發(fā)展至今一個(gè)令人驕傲的成績(jī)。漢語(yǔ)國(guó)際推廣事業(yè)開(kāi)展以來(lái),以在國(guó)外開(kāi)辦孔子學(xué)院和孔子課堂為主,孔子學(xué)院的發(fā)展一直被重視,廣受各界矚目。相比較,國(guó)外的中小學(xué)的漢語(yǔ)教學(xué)就沒(méi)有受到應(yīng)有的關(guān)注。如今,國(guó)外的中小學(xué)里開(kāi)設(shè)的漢語(yǔ)課程也是一股漢語(yǔ)學(xué)習(xí)的強(qiáng)勁勢(shì)力,近年來(lái),我們國(guó)家每年都要輸送大批的普通漢語(yǔ)教師志愿者,奔赴各個(gè)國(guó)家的中小學(xué)里擔(dān)任漢語(yǔ)教師,在這些國(guó)家中,泰國(guó)最為突出,每年要申請(qǐng)接收我們國(guó)家成百上千的漢語(yǔ)教師志愿者,成為我們最大的普通志愿者赴任國(guó)家。在全球漢語(yǔ)熱的大背景下,漢語(yǔ)國(guó)際教育事業(yè)的發(fā)展空前迅速。漢語(yǔ)教育事業(yè)在泰國(guó)發(fā)展的速度和規(guī)模也引來(lái)了業(yè)界廣泛的關(guān)注,隨著泰國(guó)教育部的支持和肯定,漢語(yǔ)教學(xué)被大規(guī)模地納入泰國(guó)的教育體系里,從基礎(chǔ)教育到高校,在泰國(guó)的小學(xué)、中學(xué)和大學(xué),都不同程度地開(kāi)設(shè)了漢語(yǔ)課程,現(xiàn)在,甚至連泰國(guó)的很多幼兒園也都開(kāi)設(shè)了漢語(yǔ)課程。漢語(yǔ)課程在中小學(xué)這樣的發(fā)展速度,是一個(gè)值得我們?yōu)橹?dòng)興奮的現(xiàn)象,然而,在這樣快速發(fā)展的同時(shí),也存在很多的問(wèn)題,需要我們面對(duì)并采取相應(yīng)的措施。2013年5月到2014年3月,筆者在泰國(guó)從事漢語(yǔ)教師工作期間,發(fā)現(xiàn)了我們所赴任的泰國(guó)中小學(xué)里的漢語(yǔ)課程是一個(gè)值得研究的問(wèn)題,本文將以泰國(guó)中小學(xué)的漢語(yǔ)課程設(shè)置為切入口,結(jié)合問(wèn)卷調(diào)查和訪談的方式,分析漢語(yǔ)教學(xué)在泰國(guó)中小學(xué)普遍存在的問(wèn)題,并探究解決問(wèn)題的方法。文章框架如下,第一章為緒論,解釋了文章選題的緣由和意義,通過(guò)文獻(xiàn)研究和資料調(diào)查分析了不僅是泰國(guó),還有其他國(guó)家中小學(xué)漢語(yǔ)課程設(shè)置的研究現(xiàn)狀,并闡述了研究的方法和思路。文章第二章為課程設(shè)置原理,通過(guò)查閱學(xué)界相關(guān)著作和文獻(xiàn)資料,列舉了論文中出現(xiàn)的相關(guān)理論原理以及相關(guān)的術(shù)語(yǔ)界定,為文章提供理論依據(jù)。第三章主要介紹了泰國(guó)中小學(xué)漢語(yǔ)課程設(shè)置的現(xiàn)狀,對(duì)比了泰國(guó)孔子課堂的漢語(yǔ)課程設(shè)置,分析了漢語(yǔ)課程設(shè)置在中小學(xué)這一階段存在的問(wèn)題。第四章面對(duì)問(wèn)題,提出針對(duì)泰國(guó)中小學(xué)、孔子課堂的漢語(yǔ)課程設(shè)置存在問(wèn)題的改進(jìn)策略。第五章是文章的總結(jié),總結(jié)了文章研究的不足之處以及對(duì)筆者提出的策略方案的實(shí)施展望和對(duì)泰國(guó)的漢語(yǔ)教育推廣事業(yè)的展望。希望本文的分析和研究,能夠促進(jìn)泰國(guó)的漢語(yǔ)教學(xué)發(fā)展,能夠?yàn)槲覀儑?guó)家的漢語(yǔ)推廣事業(yè)提供一些有益的幫助和參考。
[Abstract]:Statistics in 2014 show that there are 123 countries and regions around the world, with 465 Confucius Institutes and 713 Confucius classrooms in primary and secondary schools, which is a proud achievement in the development of Chinese language promotion. Since the development of international Chinese promotion, Confucius Institutes and Confucius classrooms have been established in foreign countries. The development of Confucius Institutes has been attached great importance to, and attracted wide attention from all walks of life. In contrast, Chinese teaching in foreign primary and secondary schools has not received due attention. At present, the Chinese language courses offered in primary and secondary schools abroad are also a powerful force in learning Chinese. In recent years, our country has been sending a large number of volunteers of ordinary Chinese teachers every year to work as Chinese teachers in primary and secondary schools in various countries. Thailand is the most prominent of these countries, applying every year to accept hundreds of Chinese teacher volunteers in our country, becoming our largest ordinary volunteer to join the country. Under the background of global Chinese craze, the development of Chinese international education is unprecedented. The speed and scale of the development of Chinese language education in Thailand has attracted extensive attention from the industry. With the support and affirmation of the Ministry of Education of Thailand, the teaching of Chinese has been incorporated into Thailand's education system on a large scale, from basic education to higher education. Chinese courses are offered in Thailand's primary, secondary and university schools to varying degrees, and now even many kindergartens in Thailand offer Chinese courses. The speed of development of the Chinese curriculum in primary and secondary schools is an exciting phenomenon for us to be excited about. However, with such rapid development, there are also many problems. From May 2013 to March 2014, when I was working as a Chinese teacher in Thailand, I found that the Chinese language curriculum in Thailand's primary and secondary schools was a problem worth studying. In this paper, the Chinese curriculum in primary and secondary schools in Thailand is taken as the entry point, and combined with questionnaires and interviews, this paper analyzes the common problems in Chinese teaching in primary and secondary schools in Thailand, and probes into the ways to solve the problems. The first chapter is the introduction, which explains the reason and significance of the topic, and analyzes the current situation of Chinese curriculum design in primary and secondary schools, not only Thailand, but also other countries through literature research and data investigation. The methods and train of thought of the research are also expounded. The second chapter is the principle of curriculum design. By referring to the academic literature and literature, this paper lists the related theories and the definition of the relevant terms, which provides the theoretical basis for the article. The third chapter mainly introduces the present situation of the Chinese curriculum in Thai primary and secondary schools, compares the Chinese curriculum in the Confucius classroom in Thailand, and analyzes the problems existing in the Chinese curriculum in the middle and primary schools. In the fourth chapter, the author puts forward the strategies to improve the Chinese curriculum in primary and secondary schools in Thailand. The fifth chapter is the summary of the article, summarizes the shortcomings of the article, the implementation of the proposed strategies and prospects for the promotion of Chinese language education in Thailand. It is hoped that the analysis and research of this paper can promote the development of Chinese language teaching in Thailand and provide some useful help and reference for the promotion of Chinese language in our country.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3
本文編號(hào)：2123349
[Abstract]:Statistics in 2014 show that there are 123 countries and regions around the world, with 465 Confucius Institutes and 713 Confucius classrooms in primary and secondary schools, which is a proud achievement in the development of Chinese language promotion. Since the development of international Chinese promotion, Confucius Institutes and Confucius classrooms have been established in foreign countries. The development of Confucius Institutes has been attached great importance to, and attracted wide attention from all walks of life. In contrast, Chinese teaching in foreign primary and secondary schools has not received due attention. At present, the Chinese language courses offered in primary and secondary schools abroad are also a powerful force in learning Chinese. In recent years, our country has been sending a large number of volunteers of ordinary Chinese teachers every year to work as Chinese teachers in primary and secondary schools in various countries. Thailand is the most prominent of these countries, applying every year to accept hundreds of Chinese teacher volunteers in our country, becoming our largest ordinary volunteer to join the country. Under the background of global Chinese craze, the development of Chinese international education is unprecedented. The speed and scale of the development of Chinese language education in Thailand has attracted extensive attention from the industry. With the support and affirmation of the Ministry of Education of Thailand, the teaching of Chinese has been incorporated into Thailand's education system on a large scale, from basic education to higher education. Chinese courses are offered in Thailand's primary, secondary and university schools to varying degrees, and now even many kindergartens in Thailand offer Chinese courses. The speed of development of the Chinese curriculum in primary and secondary schools is an exciting phenomenon for us to be excited about. However, with such rapid development, there are also many problems. From May 2013 to March 2014, when I was working as a Chinese teacher in Thailand, I found that the Chinese language curriculum in Thailand's primary and secondary schools was a problem worth studying. In this paper, the Chinese curriculum in primary and secondary schools in Thailand is taken as the entry point, and combined with questionnaires and interviews, this paper analyzes the common problems in Chinese teaching in primary and secondary schools in Thailand, and probes into the ways to solve the problems. The first chapter is the introduction, which explains the reason and significance of the topic, and analyzes the current situation of Chinese curriculum design in primary and secondary schools, not only Thailand, but also other countries through literature research and data investigation. The methods and train of thought of the research are also expounded. The second chapter is the principle of curriculum design. By referring to the academic literature and literature, this paper lists the related theories and the definition of the relevant terms, which provides the theoretical basis for the article. The third chapter mainly introduces the present situation of the Chinese curriculum in Thai primary and secondary schools, compares the Chinese curriculum in the Confucius classroom in Thailand, and analyzes the problems existing in the Chinese curriculum in the middle and primary schools. In the fourth chapter, the author puts forward the strategies to improve the Chinese curriculum in primary and secondary schools in Thailand. The fifth chapter is the summary of the article, summarizes the shortcomings of the article, the implementation of the proposed strategies and prospects for the promotion of Chinese language education in Thailand. It is hoped that the analysis and research of this paper can promote the development of Chinese language teaching in Thailand and provide some useful help and reference for the promotion of Chinese language in our country.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3
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，本文編號(hào)：2123349
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