本文選題：喀麥隆孔子學(xué)院 + 辦學(xué)模式　； 參考：《浙江師范大學(xué)》2012年碩士論文

【摘要】：自2004年底第一家孔子學(xué)院在韓國成立以來,不到八年的時(shí)間海外孔子學(xué)院發(fā)展迅速,截至2011年8月,全世界范圍內(nèi)己建立起353所孔子學(xué)院和473個(gè)孔子課堂,分布在104個(gè)國家(地區(qū))。本文主要針對(duì)非洲地區(qū)喀麥隆孔子學(xué)院的辦學(xué)模式進(jìn)行研究,在目前非洲大陸開辦的孔子學(xué)院中,喀麥隆雅溫得第二大學(xué)孔子學(xué)院自2007年末成立以來,在其“一院多點(diǎn)”的特色辦學(xué)模式指導(dǎo)下快速發(fā)展。此發(fā)展模式對(duì)于增加孔子學(xué)院在喀麥隆的漢語教學(xué)點(diǎn)和漢語學(xué)習(xí)人數(shù)乃至擴(kuò)大孔子學(xué)院在喀麥隆的影響都起到了積極作用�？溌】鬃訉W(xué)院也在2009、2010、2011年連續(xù)三年被國家漢辦評(píng)為年度優(yōu)秀孔子學(xué)院�？溌】鬃訉W(xué)院“一院多點(diǎn)”特色辦學(xué)模式研究不僅從理論上豐富了對(duì)非洲孔子學(xué)院的相關(guān)微觀研究,打開了新的視角,而且對(duì)喀麥隆孔子學(xué)院自身乃至非洲地區(qū)其他孔子學(xué)院的未來發(fā)展、課程設(shè)置、教材開發(fā)、教師培訓(xùn)與派遣提供一定的參考。 本論文首先介紹了研究的背景與意義、研究途徑、研究方法、文獻(xiàn)綜述與概念界定。在論文的第二部分,介紹了喀麥隆孔子學(xué)院“一院多點(diǎn)”辦學(xué)模式的形成背景,主要介紹包括中喀自1971年建交四十年以來在政治、經(jīng)濟(jì)、文化方面的交流與合作,以及中喀各領(lǐng)域深入合作帶動(dòng)下的漢語學(xué)習(xí)需求的增長；喀麥隆教育體制,包括其高等教育部,公立大學(xué),其他公共高等院校,私立高等教育機(jī)構(gòu)與遠(yuǎn)程教育；喀麥隆孔子學(xué)院發(fā)展的歷史演變,描述介紹了從1996年成立喀麥隆漢語培訓(xùn)中心發(fā)展到2007年成立喀麥隆雅溫得第二大學(xué)孔子學(xué)院,再到學(xué)院全面拓展與發(fā)展的不同階段與歷史。論文第三部分,介紹了喀麥隆孔子學(xué)院“一院多點(diǎn)”辦學(xué)模式的運(yùn)作,主要從學(xué)院的管理與運(yùn)行機(jī)制,師資保障以及各個(gè)教學(xué)點(diǎn)的教學(xué)開展方面進(jìn)行論述。其中,首都雅溫得六個(gè)漢語教學(xué)點(diǎn),港口城市杜阿拉兩個(gè)漢語教學(xué)點(diǎn),極北省會(huì)馬魯瓦一個(gè)漢語教學(xué)點(diǎn)。論文第四部分,針對(duì)喀麥隆孔子學(xué)院“一院多點(diǎn)”特色辦學(xué)模式進(jìn)行了分析。主要從教學(xué)點(diǎn)分布的廣泛性,教學(xué)對(duì)象培養(yǎng)的全面性,課程設(shè)施與教學(xué)開展的新穎性,課外活動(dòng)的豐富性,教學(xué)宣傳的時(shí)效性和教學(xué)考核的靈活性等方面進(jìn)行分析。 論文的最后一部分,指出喀麥隆孔子學(xué)院“一院多點(diǎn)”辦學(xué)模式實(shí)踐過程中存在的問題并提出解決建議。主要包括師資問題,教材問題,教學(xué)點(diǎn)溝通與規(guī)劃,非洲地區(qū)孔子學(xué)院間交流問題以及網(wǎng)絡(luò)與硬件條件落后等方面。
[Abstract]:Since the establishment of the first Confucius Institute in Korea at the end of 2004, overseas Confucius Institutes have developed rapidly in less than eight years. As of August 2011, 353 Confucius Institutes and 473 Confucius classrooms have been established worldwide. Distributed in 104 countries. This paper focuses on the study of the mode of running Confucius Institutes in Cameroon in Africa. Among the Confucius Institutes established on the African continent at present, the Confucius Institute of the second University of Yaound 茅, Cameroon, has been established since the end of 2007. Under the guidance of its characteristic school-running mode of "one hospital and many points", it develops rapidly. This mode of development has played a positive role in increasing the number of Confucius Institutes teaching Chinese in Cameroon and the number of people studying Chinese, as well as expanding the influence of Confucius Institutes in Cameroon. The Confucius Institute of Cameroon was named the Confucius Institute of the year in 2009 / 2010 and in 2011 for three consecutive years. The study on the "one institute multi-point" characteristic mode of running a school in Cameroon not only enriches the relevant micro research on the African Confucius Institute theoretically, but also opens up a new perspective. It also provides some references for the future development, curriculum design, textbook development, teacher training and dispatch of Confucius Institutes in Cameroon and even other Confucius Institutes in Africa. This paper first introduces the background and significance of the research, research approaches, research methods, literature review and concept definition. In the second part of the paper, the author introduces the background of the "one institute multi-point" mode of running Confucius Institute in Cameroon, including the political, economic and cultural exchanges and cooperation between China and Cameroon since the establishment of diplomatic relations in 1971. Cameroon's educational system, including its Ministry of higher Education, public universities, other public institutions of higher learning, private institutions of higher education and distance education; This paper describes the historical evolution of the development of the Confucius Institute in Cameroon. It describes the different stages and history of the development from the establishment of the Cameroonian Chinese training Center in 1996 to the establishment of the Confucius Institute of the second University of Yaound 茅 in Cameroon in 2007, and then to the comprehensive development and development of the Institute. In the third part of the paper, the author introduces the operation of "one institute and more points" mode of running Confucius Institute in Cameroon, mainly from the aspects of the management and operation mechanism of the institute, the guarantee of teachers and the teaching development of each teaching place. Among them, the capital Yaound 茅 has six Chinese teaching points, the port city Douala two Chinese teaching points, and the far north provincial capital Maloua a Chinese language teaching point. In the fourth part of the paper, the author analyzes the characteristic running mode of Confucius Institute in Cameroon. This paper mainly analyzes the distribution of teaching points, the comprehensiveness of the cultivation of teaching objects, the novelty of curriculum facilities and teaching, the richness of extracurricular activities, the timeliness of teaching propaganda and the flexibility of teaching examination. In the last part of the paper, the author points out the problems existing in the practice of the "one institute multi-point" mode of running the Confucius Institute in Cameroon and puts forward some suggestions to solve it. It mainly includes the problems of teachers, teaching materials, communication and planning of teaching points, communication among Confucius institutes in Africa and the backward conditions of network and hardware.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G543.8

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 趙睿祥;;淺談孔子學(xué)院的可持續(xù)發(fā)展[J];安徽文學(xué)(下半月);2009年12期

2 費(fèi)孝通;農(nóng)村、小城鎮(zhèn)、區(qū)域發(fā)展──我的社區(qū)研究歷程的再回顧[J];北京大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);1995年02期

3 李瑞晴;;海外孔子學(xué)院發(fā)展淺析[J];八桂僑刊;2008年01期

4 劉青海;;新時(shí)期中非農(nóng)業(yè)技術(shù)合作回顧——以喀麥隆為例[J];北京農(nóng)業(yè);2011年03期

5 黃聯(lián)英;;國內(nèi)學(xué)者孔子學(xué)院研究的文獻(xiàn)綜述[J];東方企業(yè)文化;2011年08期

6 劉青海;;新時(shí)期中非投資合作:現(xiàn)狀、問題與對(duì)策——以喀麥隆為例[J];當(dāng)代經(jīng)濟(jì)管理;2011年06期

7 陳覺萬;吳端陽;;海外孔子學(xué)院發(fā)展歷程、動(dòng)因及特點(diǎn)評(píng)析[J];國家教育行政學(xué)院學(xué)報(bào);2009年04期

8 劉青海;;“中喀貿(mào)易”發(fā)展前景看好[J];國際市場(chǎng);2011年06期

9 符�？�;于喜雙;;中非關(guān)系:從政治上相互支持到經(jīng)濟(jì)上互利共贏[J];和平與發(fā)展;2007年01期

10 潘懋元,鄔大光;世紀(jì)之交中國高等教育辦學(xué)模式的變化與走向[J];教育研究;2001年03期

相關(guān)碩士學(xué)位論文 前6條

1 葉峰;我國高等職業(yè)教育集團(tuán)化辦學(xué)模式改革研究[D];福建師范大學(xué);2009年

2 郭靜;高等職業(yè)教育辦學(xué)模式存在的問題及對(duì)策研究[D];鄭州大學(xué);2007年

3 宮兆軒;孔子學(xué)院海外漢語師資培訓(xùn)研究[D];山東大學(xué);2008年

4 戴蓉;孔子學(xué)院與中國語言文化外交[D];復(fù)旦大學(xué);2008年

5 李瑤;論孔子學(xué)院對(duì)中國軟實(shí)力的影響[D];北京語言大學(xué);2009年

6 矯雅楠;傳播學(xué)視角下的孔子學(xué)院教師培養(yǎng)[D];山東大學(xué);2010年

，

本文編號(hào)：1946848