本文關鍵詞： 印尼華文教育 發(fā)展史 現(xiàn)狀 存在問題 解決策略　出處：《重慶師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：華文教育是一種較為廣義的概念。它包括了由中國籍華僑興辦的華僑教育和由所在國華人（具備所在國國籍）興辦的華文教育兩種。就印尼的華文教育來說，在1966年以前，中國華僑是興辦印尼華文教育的主要力量，他們創(chuàng)辦了華文的私塾、義學乃至近代的華文學校，從定義上來講，，這段時期的華文教育屬于華僑教育。到了1966年，印尼華僑學校被蘇哈托政府強行關閉，華僑教育從此消失。之后的印尼華文教育都是由印尼籍華人所承辦，成為印尼民族教育的一個組成部分，從本質(zhì)上來講，它和華僑教育有著天壤之別。 印尼華文教育有著極為曲折坎坷的發(fā)展史，它既有著中國傳統(tǒng)的封建私塾義學式的舊式華僑教育（1901年以前），又有著1901年到1966年近代的科學的華僑教育以及后來在此基礎上逐漸發(fā)展起來的由印尼籍華人興辦的華文教育。華僑教育經(jīng)歷了萌芽--發(fā)展--中興--衰落--滅亡的過程，華文教育也經(jīng)歷了萌芽--發(fā)展--衰落--復蘇的過程。作為東南亞國家之一，印尼的華文教育與東南亞其他國家的華文教育有著較為相似的發(fā)展歷程，同時由于其歷史政治的特殊性又使得其華文教育有著一定的特殊性。縱觀全球各國的華文教育發(fā)展史，沒有哪個國家華文教育像印尼這樣復雜曲折。因此，了解印尼華文教育發(fā)展史，有助于我們了解東南亞華文教育的發(fā)展史，也有助于我們對外漢語教育工作者總結(jié)經(jīng)驗教訓，推動對外漢語教育的發(fā)展繁榮。 語言作為人類社會活動交流的一個重要的信息載體，其發(fā)展與使用人群、社會、政治等因素息息相關。印尼華文的發(fā)展也同樣如此，筆者在本文中對印尼華僑華人的發(fā)展史也做了較為深入的闡述。 近年來,由于華文教育的性質(zhì)的改變、國際政治形勢以及印尼國內(nèi)政治形勢的好轉(zhuǎn)，特別是由于中國國力提升帶來的華文價值的增強,使得斷層達30多年之久的印尼華文教育又開始迅速復蘇，全球一體化浪潮更是使得印尼華文教育迎來一個難得的發(fā)展時期。印尼華文教育正朝著政治化、本土化、國際化、多樣化的良性軌道發(fā)展。但我們依然需要清醒的認識到印尼華文教育還存在較多問題，筆者在2011年作為國家漢辦的對外漢語教學志愿者，在印尼開展了近一年的漢語志愿教學工作，對目前印尼華文教育的問題有著較深刻的認識。筆者在文中以個人教學工作的經(jīng)驗感受結(jié)合印尼華文教育現(xiàn)狀，淺析了印尼華文教育目前存在的主要問題，并對各問題提出了個人的一點看法，希望為印尼華文教育的發(fā)展盡自己的一份力量。
[Abstract]:Chinese education is a very broad concept. It includes the establishment of overseas Chinese education Chinese overseas Chinese and Chinese by the host country (with the country of nationality) set up Chinese education two. Chinese education in Indonesia, before 1966, China overseas Chinese is a major force in the Chinese teaching in Indonesia and they set up the Chinese school, free school and modern Chinese school, by definition, Chinese education in this period belongs to the overseas Chinese education. In 1966, overseas Chinese schools in Indonesia has been forced to close the Suharto government, overseas Chinese education disappear. Indonesian Chinese education after all is undertaken by the Indonesian Chinese became a part of the Indonesian national education, in essence, it is a world of difference and the overseas Chinese education.
Chinese education in Indonesia has a history of twists and turns, it has not only Chinese traditional feudal private semantics of old overseas Chinese education style (before 1901), and in 1901 to 1966 in the science of overseas Chinese education and then on this basis, gradually set up by the Indonesian Chinese Chinese the overseas Chinese education. Education has experienced the embryonic development -- -- ZTE - fading process - destruction, Chinese education has also experienced a process of germination, development -- decline -- recovery. As one of the countries in Southeast Asia, Indonesia Chinese education and Chinese education in other countries in Southeast Asia has a similar development at the same time, because of the particularity of it also makes the political history of Chinese education has certain particularity. The history of the development of Chinese education in the world, no Chinese education in which countries such as Indonesia complicated. Therefore, understanding of Indonesia The development history of Chinese education helps us understand the history of Chinese education in Southeast Asia, and also helps us to sum up experience and lessons of TCFL educators, and promote the development and prosperity of TCFL.
Language is an important information carrier for human social activities. Its development is closely related to the factors such as people, society, politics and so on. The development of Indonesian Chinese is also the same. In this paper, I have made a deep exposition of Indonesian overseas Chinese's development history.
In recent years, due to the nature of the Chinese education in the change of international political situation and the Indonesian domestic political situation improved, especially due to the enhancement of China promotion brought Chinese the value of Chinese education in Indonesia has fault for over 30 years and began a rapid recovery, global integration is the Indonesian Chinese education ushered in a rare development period. Chinese education in Indonesia is facing political, localization, internationalization, diversification of the benign track. But we still need a clear understanding of the Chinese education in Indonesia has many problems, teaching Chinese as a foreign language in 2011 as the volunteers Hanban, carried out in Indonesia a year of Chinese volunteer teaching work, the current problems of Chinese education in Indonesia has a more profound understanding. I work with personal teaching experience in the combination of Chinese education in Indonesia This paper analyzes the main problems existing in Chinese education in Indonesia, and puts forward some personal views on all issues, hoping to make every effort for the development of Chinese education in Indonesia.

【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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