本文選題：法國(guó)中學(xué) + 漢語(yǔ)國(guó)際推廣��； 參考：《湖北工業(yè)大學(xué)》2012年碩士論文

【摘要】：法國(guó)是歐洲國(guó)家中學(xué)習(xí)漢語(yǔ)學(xué)生人數(shù)最多的國(guó)家1，有上萬(wàn)名中學(xué)生在學(xué)習(xí)漢語(yǔ)。在此背景下研究漢語(yǔ)國(guó)際推廣在法國(guó)中學(xué)的實(shí)施顯得尤為必要。本文深入分析了漢語(yǔ)國(guó)際推廣在法國(guó)中學(xué)實(shí)施的價(jià)值及其基礎(chǔ)。從符合世界文化多樣化發(fā)展的要求；有利于提升中國(guó)文化軟實(shí)力，增強(qiáng)綜合國(guó)力；有利于消除其他國(guó)家對(duì)中國(guó)的誤解與偏見(jiàn)；有利于加強(qiáng)民族凝聚力等方面論述了漢語(yǔ)國(guó)際推廣在法國(guó)中學(xué)實(shí)施的價(jià)值。從法國(guó)中學(xué)生在性格特征、學(xué)習(xí)風(fēng)格、學(xué)習(xí)漢語(yǔ)的基本動(dòng)機(jī)、認(rèn)知結(jié)構(gòu)特征及學(xué)習(xí)難點(diǎn)等方面分析了其具備學(xué)習(xí)漢語(yǔ)的基本條件。本文還對(duì)漢語(yǔ)國(guó)際推廣在法國(guó)中學(xué)的實(shí)施存在“中國(guó)文化殖民主義”論調(diào)的限制；戰(zhàn)略定位不夠明確以及重視程度不夠；社會(huì)參與面較為狹窄；師資力量薄弱、教材不合時(shí)宜、教學(xué)方法陳舊；外漢語(yǔ)推廣機(jī)構(gòu)管理混亂發(fā)展緩慢等問(wèn)題進(jìn)行了分析。最后，有針對(duì)性的從消除法國(guó)等國(guó)對(duì)于“中國(guó)文化殖民主義”的誤解；在中學(xué)的漢語(yǔ)教育中加強(qiáng)文化滲透；加強(qiáng)政府的戰(zhàn)略重視及政策支持；提高漢語(yǔ)教學(xué)推廣機(jī)構(gòu)質(zhì)量及管理水平；提高教材的科學(xué)性與質(zhì)量；大力提高教師素質(zhì)；在教學(xué)實(shí)踐中加強(qiáng)練習(xí)等方面為推進(jìn)漢語(yǔ)國(guó)際推廣在法國(guó)中學(xué)的實(shí)施提出了策略。
[Abstract]:France has the largest number of Chinese students in Europe, with tens of thousands of middle school students learning Chinese. In this context, it is particularly necessary to study the implementation of Chinese international promotion in French middle schools. This paper deeply analyzes the value and foundation of Chinese international promotion in French middle schools. It is beneficial to promote the soft power of Chinese culture and strengthen the comprehensive national strength, to eliminate the misunderstandings and prejudices of other countries towards China, to meet the requirements of the diversified development of world culture, and to improve the overall national strength of China. In order to strengthen the national cohesion and other aspects, this paper discusses the value of the implementation of the international promotion of Chinese in French middle schools. This paper analyzes the basic conditions of French middle school students in terms of their personality characteristics, learning styles, basic motivation for learning Chinese, cognitive structure characteristics and learning difficulties. This article also has the restriction to the Chinese culture colonialism in the implementation of the international Chinese promotion in the French middle school; the strategic orientation is not clear enough and the degree of attention is not enough; the social participation scope is narrow; the teacher strength is weak, the teaching material is out of date. Some problems are analyzed, such as outdated teaching methods and slow development of management confusion in foreign Chinese promotion institutions. Finally, from the perspective of eliminating the misunderstanding of "Chinese cultural colonialism" in France and other countries, strengthening cultural penetration in Chinese education in middle schools, strengthening the government's strategic importance and policy support; To improve the quality and management level of Chinese teaching and promotion institutions; to improve the science and quality of teaching materials; to improve the quality of teachers; to strengthen practice in teaching practice; to promote the implementation of Chinese international promotion in middle schools in France.
【學(xué)位授予單位】：湖北工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【參考文獻(xiàn)】

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本文編號(hào)：1797743