泰國中小學漢語課程設置調(diào)查研究
發(fā)布時間：2018-07-15 07:38
【摘要】：2014年的統(tǒng)計數(shù)據(jù)顯示,全球已有123個國家和地區(qū),共建立了465所孔子學院和713個中小學孔子課堂,這是漢語推廣事業(yè)發(fā)展至今一個令人驕傲的成績。漢語國際推廣事業(yè)開展以來,以在國外開辦孔子學院和孔子課堂為主,孔子學院的發(fā)展一直被重視,廣受各界矚目。相比較,國外的中小學的漢語教學就沒有受到應有的關注。如今,國外的中小學里開設的漢語課程也是一股漢語學習的強勁勢力,近年來,我們國家每年都要輸送大批的普通漢語教師志愿者,奔赴各個國家的中小學里擔任漢語教師,在這些國家中,泰國最為突出,每年要申請接收我們國家成百上千的漢語教師志愿者,成為我們最大的普通志愿者赴任國家。在全球漢語熱的大背景下,漢語國際教育事業(yè)的發(fā)展空前迅速。漢語教育事業(yè)在泰國發(fā)展的速度和規(guī)模也引來了業(yè)界廣泛的關注,隨著泰國教育部的支持和肯定,漢語教學被大規(guī)模地納入泰國的教育體系里,從基礎教育到高校,在泰國的小學、中學和大學,都不同程度地開設了漢語課程,現(xiàn)在,甚至連泰國的很多幼兒園也都開設了漢語課程。漢語課程在中小學這樣的發(fā)展速度,是一個值得我們?yōu)橹优d奮的現(xiàn)象,然而,在這樣快速發(fā)展的同時,也存在很多的問題,需要我們面對并采取相應的措施。2013年5月到2014年3月,筆者在泰國從事漢語教師工作期間,發(fā)現(xiàn)了我們所赴任的泰國中小學里的漢語課程是一個值得研究的問題,本文將以泰國中小學的漢語課程設置為切入口,結合問卷調(diào)查和訪談的方式,分析漢語教學在泰國中小學普遍存在的問題,并探究解決問題的方法。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,通過文獻研究和資料調(diào)查分析了不僅是泰國,還有其他國家中小學漢語課程設置的研究現(xiàn)狀,并闡述了研究的方法和思路。文章第二章為課程設置原理,通過查閱學界相關著作和文獻資料,列舉了論文中出現(xiàn)的相關理論原理以及相關的術語界定,為文章提供理論依據(jù)。第三章主要介紹了泰國中小學漢語課程設置的現(xiàn)狀,對比了泰國孔子課堂的漢語課程設置,分析了漢語課程設置在中小學這一階段存在的問題。第四章面對問題,提出針對泰國中小學、孔子課堂的漢語課程設置存在問題的改進策略。第五章是文章的總結,總結了文章研究的不足之處以及對筆者提出的策略方案的實施展望和對泰國的漢語教育推廣事業(yè)的展望。希望本文的分析和研究,能夠促進泰國的漢語教學發(fā)展,能夠為我們國家的漢語推廣事業(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.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3
本文編號：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.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3
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