本文選題：緬甸漢語學(xué)習(xí)者 + 中國(guó)文化��； 參考：《中央民族大學(xué)》2017年碩士論文

【摘要】：改革開放以來,中國(guó)國(guó)際地位迅速提高,以及中緬經(jīng)濟(jì)交往日益頻繁,緬甸漢語教學(xué)也得到了快速的發(fā)展。目前在緬甸,不僅是華裔家庭的緬甸華人學(xué)習(xí)漢語,越來越多的非華裔緬甸人也開始學(xué)習(xí)漢語。而且,大部分緬甸華人與當(dāng)?shù)厝送�。于�?在緬甸,漢語成為華裔與非華裔的第二語言。①如今,中緬關(guān)系一直較好,但是為什么在緬甸還存在反華情緒?緬甸非華裔漢語學(xué)習(xí)者學(xué)習(xí)漢語時(shí),是否認(rèn)同中國(guó)文化?這種排華現(xiàn)象持續(xù)與學(xué)習(xí)漢語、認(rèn)同中國(guó)文化是否產(chǎn)生矛盾?本文的第一章主要介紹研究緣起、選題意義與中國(guó)文化認(rèn)同相關(guān)的文獻(xiàn)綜述。其中包括文化認(rèn)同的界定,語言(二語/外語)教學(xué)領(lǐng)域的文化認(rèn)同相關(guān)研究和漢語教學(xué)領(lǐng)域的文化認(rèn)同相關(guān)研究,前人的研究成果與不足和本研究的主要內(nèi)容和研究方法等。第二章闡釋了緬甸漢語學(xué)習(xí)者中國(guó)文化認(rèn)同調(diào)查問卷的設(shè)計(jì),包括調(diào)查目的、調(diào)查對(duì)象的選取、問卷設(shè)計(jì)和調(diào)查過程。列出調(diào)查對(duì)象的基本信息后,分析調(diào)查對(duì)象學(xué)習(xí)漢語的動(dòng)機(jī)和了解中國(guó)文化的方式。第三章為緬甸漢語學(xué)習(xí)者對(duì)中國(guó)文化認(rèn)同分析。首先是對(duì)緬甸漢語學(xué)習(xí)者學(xué)習(xí)漢語的原因和學(xué)習(xí)中國(guó)文化的方式進(jìn)行一個(gè)大概的闡述。其次,深入地進(jìn)行緬甸漢語學(xué)習(xí)者對(duì)漢語的認(rèn)同、對(duì)中國(guó)文化的認(rèn)同、學(xué)習(xí)者感興趣的文化內(nèi)容和緬甸漢語學(xué)習(xí)者對(duì)中國(guó)人行為的分析。并對(duì)不同性別、不同民族、不同職業(yè)和不同漢語水平的緬甸漢語學(xué)習(xí)者在不同項(xiàng)目的認(rèn)同方面進(jìn)行了差異性分析。第四章分別為緬甸漢語學(xué)習(xí)者中國(guó)飲食、節(jié)日、藝術(shù)文化認(rèn)同的分析與該項(xiàng)目的差異性分析。第五章論述緬甸漢語學(xué)習(xí)者中國(guó)文化認(rèn)同的特點(diǎn)及應(yīng)對(duì)策略。包括緬甸漢語學(xué)習(xí)者中國(guó)文化認(rèn)同的特點(diǎn)及其原因分析和提升緬甸漢語學(xué)習(xí)者中國(guó)文化認(rèn)同的策略。第六章對(duì)全文進(jìn)行總結(jié)。研究者結(jié)合調(diào)查問卷與訪談,對(duì)緬甸仰光福星語言與電腦學(xué)苑孔子課堂與曼德勒孔教學(xué)校的中國(guó)文化教學(xué)進(jìn)行了研究。研究基礎(chǔ)上得出的結(jié)論利用SPSS分析,創(chuàng)新,并據(jù)此提出解決方案和建議。文章以緬甸漢語學(xué)習(xí)者的真實(shí)調(diào)查問卷為基礎(chǔ),再配合教師的訪談?dòng)涗?然后運(yùn)用文獻(xiàn)分析法、訪談法、調(diào)查法、案例分析法等方式,同時(shí)使用SPSS軟件進(jìn)行統(tǒng)計(jì)分析。至今,在緬甸的漢語教學(xué)與中國(guó)文化認(rèn)同的相關(guān)研究中,很少有人使用SPSS軟件進(jìn)行統(tǒng)計(jì)分析,因此這也是本文在緬甸漢語教學(xué)、中國(guó)文化認(rèn)同研究方法上的一個(gè)創(chuàng)新。本文的創(chuàng)新點(diǎn)在于:選題新穎,首次對(duì)緬甸漢語學(xué)習(xí)者中國(guó)文化認(rèn)同進(jìn)行調(diào)查研究。其次,本文通過大量的調(diào)查訪談,分析出緬甸漢語學(xué)習(xí)者對(duì)中國(guó)文化認(rèn)同的現(xiàn)狀,并分析出不同性別、不同民族、不同職業(yè)和不同漢語水平的緬甸漢語學(xué)習(xí)者對(duì)漢語和中國(guó)文化的態(tài)度、感興趣的文化內(nèi)容、對(duì)中國(guó)文化的認(rèn)同方式等方面存在的差異性,這些差異性分析皆可對(duì)日后的研究有一定的啟發(fā)性。除此之外,研究緬甸漢語學(xué)習(xí)者對(duì)中國(guó)文化認(rèn)同情況的文章目前還非常少,因此,本文的選題可說較為新穎。然而,筆者還針對(duì)緬甸漢語學(xué)習(xí)者對(duì)中國(guó)文化認(rèn)同現(xiàn)狀提出建議,希望為日后的研究提供借鑒與參考。
[Abstract]:Since the reform and opening up, China's international status has been rapidly improved and the economic exchanges between China and Myanmar are becoming more and more frequent. The Chinese language teaching in Burma has also developed rapidly. At present, in Burma, not only is the Chinese Chinese family of Burma Chinese learning Chinese, but more and more non Chinese Burmese people are beginning to learn Chinese. Moreover, most of the Chinese people of Burma have assimilated with the local people. So, in Burma, Chinese has become the second language of Chinese and non Chinese. (1) the relationship between China and Myanmar has always been better, but why does the Anti China mood exist in Burma? Does the non Chinese Chinese learners of Burma identify with Chinese culture when they study Chinese? The first chapter of the paper mainly introduces the origin of the research, the significance of the topic and the literature review related to Chinese cultural identity, including the definition of cultural identity, the related research on cultural identity in the teaching field of language (two / foreign language) and the related research on cultural identity in the field of Chinese teaching, the achievements and shortcomings of the previous research and the main contents of this study. The second chapter explains the design of the questionnaire on Chinese cultural identity of Burma Chinese learners, including the purpose of investigation, the selection of the object of investigation, the design of the questionnaire and the process of investigation. After listing the basic information of the subjects, the motivation of studying Chinese and the way of understanding Chinese culture are analyzed. The third chapter is the Chinese study of Chinese language. The third chapter is the Chinese language study. An analysis of Chinese cultural identity. The first is to make a general exposition of the reasons for the Chinese learners of Chinese in Burma and the way of learning Chinese culture. Secondly, in depth the identity of the Chinese learners in Burma, the identity of Chinese culture, the cultural content of the interest of the learners and the Chinese learners of Burma to China The analysis of human behavior and the difference analysis of Burma Chinese learners of different sexes, different nationalities, different professions and different Chinese levels in different projects. The fourth chapter is the analysis of the Chinese Chinese learners' Chinese diet, festivals, artistic and cultural identity and the analysis of the difference between the fifth chapters and the fifth chapter. The characteristics and coping strategies of Chinese cultural identity of the Chinese learners of the Chinese language, including the characteristics of the Chinese cultural identity of Burma Chinese learners and their reasons and the strategies to promote the Chinese cultural identity of the Chinese learners in Burma. The sixth chapter is a summary of the full text. The researcher combines the questionnaire and interview with the language and computer science of Burma Yangon On the basis of the research on the Chinese culture teaching in the Confucius classroom and the Mandalay Confucian school. The conclusions are based on the SPSS analysis and innovation, and the solutions and suggestions are put forward according to this. The article is based on the real questionnaire of the Chinese learners in Burma, and then cooperates with the teachers' interviews, and then uses the literature analysis method and the interview method. The method of investigation, case analysis, and so on, and the use of SPSS software for statistical analysis. So far, few people use SPSS software for statistical analysis in the study of Chinese teaching in Burma and Chinese cultural identity, so this is an innovation in the study method of Chinese teaching in Burma and Chinese cultural identity. The new topic is: the topic is novel and the Chinese cultural identity of Chinese learners in Burma is investigated for the first time. Secondly, through a large number of interviews, this paper analyzes the status of Chinese cultural identity of Chinese learners in Burma, and analyzes the Chinese learners of different sexes, different nationalities, different professions and different Chinese levels of Chinese language learners of Chinese Chinese. There are differences in the attitude of Chinese culture, the cultural content of interest, the identification of Chinese culture and other aspects. These differences can be enlightening to the future research. In addition, there are still very few articles on Chinese cultural identity in Burma Chinese learners. Therefore, the topic of this paper can be said. It is relatively new. However, the author also makes suggestions on the current situation of Chinese cultural identity of Chinese learners in Burma, hoping to provide reference and reference for future research.

【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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