馬來(lái)西亞華文教學(xué)研究
發(fā)布時(shí)間：2019-06-11 10:20
【摘要】：馬來(lái)西亞的華文教育已發(fā)展了近兩百年,本文通過(guò)對(duì)馬來(lái)西亞華文教學(xué)的研究以及對(duì)如何優(yōu)化馬來(lái)西亞華文教育體系進(jìn)行思考,并提出相關(guān)建議,這將在一定程度上有利于漢語(yǔ)在馬來(lái)西亞更廣泛的傳播和發(fā)展。 本研究使用文獻(xiàn)法、綜合分析法和對(duì)專家、學(xué)者訪談等方法對(duì)馬來(lái)西亞華文教育進(jìn)行了系統(tǒng)的梳理和闡釋,探討了規(guī)律和特點(diǎn),為建構(gòu)馬來(lái)西亞華文教學(xué)的學(xué)科發(fā)展提供有益的參考和借鑒。此外,本論文也從宏觀的角度對(duì)馬來(lái)西亞華文教學(xué)進(jìn)行探討,這在馬來(lái)西亞華文教育的相關(guān)研究中具有更加開(kāi)闊的視野和全局意義的整體性,不僅在馬來(lái)西亞華文的傳播方式方面展開(kāi)了理論探討,而且其理論成果對(duì)其他國(guó)家和地區(qū)的漢語(yǔ)教學(xué)也具有一定的借鑒價(jià)值。 論文首先闡述了馬來(lái)西亞華文教育和馬來(lái)西亞國(guó)家教育體系的關(guān)系；其次,探討了華文教育在國(guó)家教育政策中的構(gòu)成特點(diǎn)、發(fā)展情況,以及國(guó)家教育政策對(duì)其產(chǎn)生的影響；第三,對(duì)華文課程、華文課程大綱和教材的內(nèi)容進(jìn)行了系統(tǒng)梳理和深入分析,并評(píng)述其特點(diǎn)和存在的問(wèn)題；第四,對(duì)華文師資發(fā)展情況、人員構(gòu)成、培訓(xùn)模式進(jìn)行了探討。文章最后得出結(jié)論：雖然華文教育屬于國(guó)家教育體系,但在體制的編排上則有所偏差；國(guó)民小學(xué)的華文課程和教材過(guò)于淺顯以致和國(guó)中的華文課程銜接不上；國(guó)民小學(xué)的學(xué)生是由各民族所組成,各族群學(xué)生的語(yǔ)言起點(diǎn)不同,采用同一課程大綱和教材并不合適。此外,政府在培訓(xùn)資源的分配上也有所偏差,華文小學(xué)和改制中學(xué)長(zhǎng)時(shí)期面臨華文師資短缺的問(wèn)題,而國(guó)小的華文教師則出現(xiàn)過(guò)�，F(xiàn)象。 在綜合研究結(jié)果的基礎(chǔ)上,筆者將馬來(lái)西亞漢語(yǔ)存在和發(fā)展的特點(diǎn)總結(jié)為“語(yǔ)言飛地”和“語(yǔ)言文化傳承反向動(dòng)力”現(xiàn)象,并認(rèn)為,馬來(lái)西亞的華文教育離不開(kāi)中國(guó)的支持,而中國(guó)在傳播漢語(yǔ)時(shí)也要重視各國(guó)的本土漢語(yǔ)教學(xué),在實(shí)施傳播政策上不能千篇一律,以免達(dá)不到預(yù)期效果�！罢Z(yǔ)言飛地”現(xiàn)象顯示,馬來(lái)西亞是繼中國(guó)大陸、香港、臺(tái)灣和澳門之后,漢語(yǔ)教學(xué)學(xué)制最完備,整體教學(xué)發(fā)展水平最好的國(guó)家；“語(yǔ)言文化傳承反向動(dòng)力”現(xiàn)象表民,華人保衛(wèi)華文教育的決心,華人基于維護(hù)自己語(yǔ)言文化的愿望,與政府展開(kāi)長(zhǎng)時(shí)期的拉鋸戰(zhàn),抗拒同化政策并要求實(shí)行多元化教育政策。在這種努力下,華文教育在環(huán)境的逆勢(shì)阻力’下頑強(qiáng)地發(fā)展起來(lái),并在相當(dāng)長(zhǎng)的時(shí)期內(nèi)形成了語(yǔ)言文化的持續(xù)接力與傳承。
[Abstract]:Chinese education in Malaysia has been developed for nearly 200 years. Through the study of Chinese language teaching in Malaysia and how to optimize the Malaysian Chinese education system, this paper puts forward some relevant suggestions. To a certain extent, this will be conducive to the wider dissemination and development of Chinese in Malaysia. This study systematically combs and explains the Chinese language education in Malaysia by using the methods of literature, comprehensive analysis and interviews with experts and scholars, and probes into the laws and characteristics. It provides a useful reference and reference for the construction of the subject development of Chinese teaching in Malaysia. In addition, this paper also discusses the teaching of Chinese in Malaysia from a macro point of view, which has a broader vision and the integrity of the overall significance in the relevant research of Chinese education in Malaysia. This paper not only makes a theoretical discussion on the mode of Chinese communication in Malaysia, but also has certain reference value for Chinese teaching in other countries and regions. Firstly, the paper expounds the relationship between Chinese education in Malaysia and the national education system in Malaysia. Secondly, it discusses the characteristics and development of Chinese education in the national education policy, as well as the influence of the national education policy on it. Thirdly, the contents of Chinese curriculum, Chinese curriculum outline and teaching materials are systematically combed and deeply analyzed, and their characteristics and existing problems are reviewed. Fourth, the development of Chinese teachers, personnel composition and training mode are discussed. At the end of the paper, it is concluded that although Chinese education belongs to the national education system, there is a deviation in the arrangement of the system, and the Chinese curriculum and teaching materials in the national primary school are too simple to connect with the Chinese curriculum in the middle school of China. The students of national primary school are composed of different ethnic groups. The language starting point of students of each ethnic group is different, so it is not appropriate to adopt the same curriculum outline and teaching material. In addition, the government has also deviated in the allocation of training resources. Chinese primary schools and reformed secondary schools are faced with the problem of shortage of Chinese teachers for a long time, while there is a surplus of Chinese teachers in primary schools. On the basis of the comprehensive research results, the author sums up the characteristics of the existence and development of Malaysian Chinese as "language enclave" and "reverse motive force of language and cultural inheritance", and holds that Chinese education in Malaysia can not be separated from the support of China. When spreading Chinese, China should also attach importance to the local Chinese teaching in various countries, and can not carry out the same communication policy, so as not to achieve the desired results. The phenomenon of "language enclave" shows that Malaysia is the country with the most complete Chinese teaching system and the best overall teaching development level after mainland China, Hong Kong, Taiwan and Macao. The phenomenon of "reverse motive force of language and culture inheritance" represents the people, the determination of Chinese to defend Chinese education, and the desire of Chinese to maintain their own language and culture, waging a long tug of war with the government, resisting the policy of assimilation and demanding the policy of pluralistic education. Under this kind of effort, Chinese language education has developed tenaciously under the resistance of the environment, and has formed the continuous relay and inheritance of language and culture for a long time.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
本文編號(hào)：2497113
[Abstract]:Chinese education in Malaysia has been developed for nearly 200 years. Through the study of Chinese language teaching in Malaysia and how to optimize the Malaysian Chinese education system, this paper puts forward some relevant suggestions. To a certain extent, this will be conducive to the wider dissemination and development of Chinese in Malaysia. This study systematically combs and explains the Chinese language education in Malaysia by using the methods of literature, comprehensive analysis and interviews with experts and scholars, and probes into the laws and characteristics. It provides a useful reference and reference for the construction of the subject development of Chinese teaching in Malaysia. In addition, this paper also discusses the teaching of Chinese in Malaysia from a macro point of view, which has a broader vision and the integrity of the overall significance in the relevant research of Chinese education in Malaysia. This paper not only makes a theoretical discussion on the mode of Chinese communication in Malaysia, but also has certain reference value for Chinese teaching in other countries and regions. Firstly, the paper expounds the relationship between Chinese education in Malaysia and the national education system in Malaysia. Secondly, it discusses the characteristics and development of Chinese education in the national education policy, as well as the influence of the national education policy on it. Thirdly, the contents of Chinese curriculum, Chinese curriculum outline and teaching materials are systematically combed and deeply analyzed, and their characteristics and existing problems are reviewed. Fourth, the development of Chinese teachers, personnel composition and training mode are discussed. At the end of the paper, it is concluded that although Chinese education belongs to the national education system, there is a deviation in the arrangement of the system, and the Chinese curriculum and teaching materials in the national primary school are too simple to connect with the Chinese curriculum in the middle school of China. The students of national primary school are composed of different ethnic groups. The language starting point of students of each ethnic group is different, so it is not appropriate to adopt the same curriculum outline and teaching material. In addition, the government has also deviated in the allocation of training resources. Chinese primary schools and reformed secondary schools are faced with the problem of shortage of Chinese teachers for a long time, while there is a surplus of Chinese teachers in primary schools. On the basis of the comprehensive research results, the author sums up the characteristics of the existence and development of Malaysian Chinese as "language enclave" and "reverse motive force of language and cultural inheritance", and holds that Chinese education in Malaysia can not be separated from the support of China. When spreading Chinese, China should also attach importance to the local Chinese teaching in various countries, and can not carry out the same communication policy, so as not to achieve the desired results. The phenomenon of "language enclave" shows that Malaysia is the country with the most complete Chinese teaching system and the best overall teaching development level after mainland China, Hong Kong, Taiwan and Macao. The phenomenon of "reverse motive force of language and culture inheritance" represents the people, the determination of Chinese to defend Chinese education, and the desire of Chinese to maintain their own language and culture, waging a long tug of war with the government, resisting the policy of assimilation and demanding the policy of pluralistic education. Under this kind of effort, Chinese language education has developed tenaciously under the resistance of the environment, and has formed the continuous relay and inheritance of language and culture for a long time.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
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