發(fā)布時間：2018-05-28 13:12

  本文選題：喀麥隆孔子學院 + 辦學模式��； 參考：《浙江師范大學》2012年碩士論文

【摘要】：自2004年底第一家孔子學院在韓國成立以來,不到八年的時間海外孔子學院發(fā)展迅速,截至2011年8月,全世界范圍內(nèi)己建立起353所孔子學院和473個孔子課堂,分布在104個國家(地區(qū))。本文主要針對非洲地區(qū)喀麥隆孔子學院的辦學模式進行研究,在目前非洲大陸開辦的孔子學院中,喀麥隆雅溫得第二大學孔子學院自2007年末成立以來,在其“一院多點”的特色辦學模式指導下快速發(fā)展。此發(fā)展模式對于增加孔子學院在喀麥隆的漢語教學點和漢語學習人數(shù)乃至擴大孔子學院在喀麥隆的影響都起到了積極作用�？溌】鬃訉W院也在2009、2010、2011年連續(xù)三年被國家漢辦評為年度優(yōu)秀孔子學院�？溌】鬃訉W院“一院多點”特色辦學模式研究不僅從理論上豐富了對非洲孔子學院的相關(guān)微觀研究,打開了新的視角,而且對喀麥隆孔子學院自身乃至非洲地區(qū)其他孔子學院的未來發(fā)展、課程設(shè)置、教材開發(fā)、教師培訓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、文獻綜述與概念界定。在論文的第二部分,介紹了喀麥隆孔子學院“一院多點”辦學模式的形成背景,主要介紹包括中喀自1971年建交四十年以來在政治、經(jīng)濟、文化方面的交流與合作,以及中喀各領(lǐng)域深入合作帶動下的漢語學習需求的增長；喀麥隆教育體制,包括其高等教育部,公立大學,其他公共高等院校,私立高等教育機構(gòu)與遠程教育；喀麥隆孔子學院發(fā)展的歷史演變,描述介紹了從1996年成立喀麥隆漢語培訓中心發(fā)展到2007年成立喀麥隆雅溫得第二大學孔子學院,再到學院全面拓展與發(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院“一院多點”辦學模式的運作,主要從學院的管理與運行機制,師資保障以及各個教學點的教學開展方面進行論述。其中,首都雅溫得六個漢語教學點,港口城市杜阿拉兩個漢語教學點,極北省會馬魯瓦一個漢語教學點。論文第四部分,針對喀麥隆孔子學院“一院多點”特色辦學模式進行了分析。主要從教學點分布的廣泛性,教學對象培養(yǎng)的全面性,課程設(shè)施與教學開展的新穎性,課外活動的豐富性,教學宣傳的時效性和教學考核的靈活性等方面進行分析。 論文的最后一部分,指出喀麥隆孔子學院“一院多點”辦學模式實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,教學點溝通與規(guī)劃,非洲地區(qū)孔子學院間交流問題以及網(wǎng)絡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.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G543.8

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