本文選題：東南亞 + 華僑華人　； 參考：《海南師范大學(xué)》2012年碩士論文

【摘要】：20世紀(jì)初，隨著東南亞近代華文學(xué)校的興起，華文教育與20世紀(jì)前的私塾教育有了本質(zhì)區(qū)別，學(xué)校規(guī)模、師資力量、教學(xué)水平、教學(xué)內(nèi)容、學(xué)生人數(shù)和教材使用等，都與20世紀(jì)前有較大不同。 20世紀(jì)上半葉，東南亞各國華文教育興起、發(fā)展、繁榮和衰落的歷程，但總體上大致相同：20世紀(jì)初中國革命派和改良派來到東南亞，以華文學(xué)校為陣地宣傳其思想，建立了近代新式華文學(xué)校，客觀上促進(jìn)了東南亞華文教育的興起；20世紀(jì)20-30年代中國國內(nèi)民族主義情緒高漲以及民國政府頒布了一系列鼓勵華僑辦學(xué)的政策，激發(fā)了東南亞華僑的辦學(xué)熱情，華文學(xué)校的規(guī)模、數(shù)量以及學(xué)生人數(shù)都有較大幅度的增加，華文教育開始發(fā)展、繁榮；太平洋戰(zhàn)爭爆發(fā)后，日軍占領(lǐng)東南亞，華文教育幾乎成消亡狀態(tài)。戰(zhàn)后華校有短暫復(fù)興，但因東南亞殖民政府的限制政策以及中國政府實(shí)行的取消華僑雙重國籍的政策，華僑的國家認(rèn)同感和民族認(rèn)同感發(fā)生改變，東南亞各國（除馬來西亞）的華文教育走向衰落。 本文從整體出發(fā)，著重探討推動?xùn)|南亞華文教育興衰的內(nèi)在因素，以期為20世紀(jì)上半葉東南亞華文教育的研究提供一些借鑒。
[Abstract]:In the early twentieth Century, with the rise of modern Chinese schools in Southeast Asia, the education of Chinese language and private school education before twentieth Century had an essential difference. The size of the school, the faculty, the teaching level, the content of teaching, the number of students and the use of textbooks were all quite different from those before the twentieth Century.
In the first half of the twentieth Century, the course of the rise, development, prosperity and decline of Chinese education in Southeast Asia was generally the same. In general, the Chinese revolutionaries and reformers came to Southeast Asia at the beginning of twentieth Century, propagandize their ideas in Chinese schools for their positions and established modern Chinese language schools, which objectively promoted the rise of Chinese education in Southeast Asia; twentieth Century 2 In the 0-30 years, the nationalist sentiment in China was high and the government issued a series of policies to encourage overseas Chinese to run schools, which stimulated the enthusiasm of overseas Chinese in Southeast Asia. The scale, number and number of students in Chinese schools increased greatly. Chinese education began to develop and flourish; after the outbreak of the Pacific War, Japanese army occupied the East. In South Asia, Chinese education was almost dead. After the war, Chinese schools had a short rejuvenation. But because of the restrictions on the colonial government in Southeast Asia and the policy of the Chinese government to abolish the dual nationality of overseas Chinese, the national identity and national identity of the overseas Chinese changed, and the Chinese education in Southeast Asian countries (except Malaysia) declined.
Starting from the whole, this paper focuses on the internal factors that promote the prosperity and decline of Chinese education in Southeast Asia, with a view to providing some reference for the study of the Chinese language education in the first half of the twentieth Century.
【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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本文編號：2066827