本文選題：柬埔寨 + 金邊��； 參考：《中山大學(xué)》2012年碩士論文

【摘要】：華文教育在柬埔寨歷史悠久，但百多年來(lái)經(jīng)歷坎坷,在上世紀(jì)七十年代戰(zhàn)亂中甚至全數(shù)慘遭取締。直到九十年代柬埔寨政府取消限制后，華文教育才重獲新生。柬埔寨華文教育采用特殊的半日制模式，自身特色鮮明，頗具研究?jī)r(jià)值。 作為首批中國(guó)國(guó)家漢辦赴柬埔寨漢語(yǔ)教師志愿者，筆者在柬埔寨福建會(huì)館公立民生中學(xué)教授華文。期間，，為深入了解柬埔寨特殊的半日制華文教學(xué)模式及其“純?nèi)A語(yǔ)”原則在華校實(shí)際教學(xué)過(guò)程中的體現(xiàn)和落實(shí)情況，以及此種情況所帶來(lái)的利弊，筆者以民生中學(xué)為重點(diǎn)研究對(duì)象，分別向華文教師和學(xué)生進(jìn)行無(wú)記名抽樣問(wèn)卷調(diào)查，并與柬埔寨首都金邊市民生、端華、崇正、集成、立群和華明六所華校的領(lǐng)導(dǎo)、華文教師（含在柬埔寨的中國(guó)漢語(yǔ)教師志愿者）和學(xué)生等進(jìn)行了面對(duì)面的接觸。調(diào)研發(fā)現(xiàn)：柬埔寨金邊華校的華文教育實(shí)際處于瓶頸階段，改革確實(shí)勢(shì)在必行。華文教育要與時(shí)俱進(jìn)，適應(yīng)社會(huì)發(fā)展和需要，突出實(shí)用性，主要方向一是取消半日制模式，融入國(guó)家教育體系；二是放棄純?nèi)A語(yǔ)原則，將華語(yǔ)作為二語(yǔ)教學(xué)。 本文采取文獻(xiàn)法、問(wèn)卷調(diào)查和訪談法，在實(shí)地調(diào)研及調(diào)查資料的基礎(chǔ)上寫(xiě)就，對(duì)以上方向?qū)崿F(xiàn)的可能性及困難之所在進(jìn)行了討論、分析以及預(yù)測(cè)，尤其指出產(chǎn)權(quán)是核心問(wèn)題。希望對(duì)有志于探究柬埔寨華文教育事業(yè)的學(xué)者及柬埔寨當(dāng)?shù)厝A文教學(xué)者有所參考，也為其正在進(jìn)行的華校教育改革提供一些借鑒作用。
[Abstract]:Chinese education has a long history in Cambodia, but it has been bumpy for more than a hundred years. It was not until the Cambodian government lifted the restrictions in the 1990 s that Chinese language education returned to life. Cambodian Chinese education adopts a special half-day mode with its own distinctive characteristics and research value. As the first volunteer for Chinese teachers in Cambodia, the author teaches Chinese at the Public Minsheng Middle School of Fujian Guild Hall in Cambodia. During the period, in order to gain an in-depth understanding of the special part-time Chinese teaching model in Cambodia and the embodiment and implementation of the "pure Chinese" principle in the actual teaching process of Chinese schools, as well as the advantages and disadvantages brought about by this situation, Taking Minsheng Middle School as the main research object, the author conducted a sample survey of Chinese teachers and students by secret ballot, and with the leaders of six Chinese schools in Phnom Penh City, Cambodia, including Minsheng, Duanhua, Chongzheng, Integration, Group and Huaming, Chinese teachers (including volunteers of Chinese teachers in Cambodia) and students met face-to-face. The research finds that the Chinese language education of Phnom Penh Chinese School in Cambodia is actually at the bottleneck stage, so it is imperative to reform. Chinese education should keep pace with the times, adapt to the development and needs of the society and give prominence to practicability. The main directions are to abolish the bisessional model and integrate into the national education system; second, to abandon the principle of pure Chinese and to teach Chinese as a second language. This paper discusses, analyzes and predicts the possibility and difficulty of realizing the above direction by means of literature, questionnaire and interview, and on the basis of field investigation and investigation data, especially points out that property right is the core problem. It is hoped that it will be helpful to the scholars who are interested in exploring the Chinese language education in Cambodia and to the local Chinese language teachers in Cambodia, and it will also provide some reference for the education reform of the Chinese schools under way.
【學(xué)位授予單位】：中山大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 夏慧;柬埔寨學(xué)生華文課教學(xué)設(shè)計(jì)[D];華中師范大學(xué);2013年

本文編號(hào)：1808535