肯尼亞漢語教學(xué)模式和教學(xué)資源分析與探索
發(fā)布時(shí)間：2018-10-13 08:21
【摘要】：隨著中國經(jīng)濟(jì)的高速發(fā)展和國際地位的提高,以及中國政府“文化走出去’政策的提出和在全球推廣漢語教育、傳播中國文化工作的開展,漢語已經(jīng)成了全世界人眼中一個(gè)不再陌生繼而很快熟悉的概念。肯尼亞是非洲大陸一個(gè)美麗迷人的國家,其地理位置優(yōu)越、四季如春民風(fēng)淳樸,首都內(nèi)羅畢市被譽(yù)為“非洲小巴黎”,聯(lián)合國環(huán)境人居署以及中國駐肯尼亞大使館使和四大中央媒體(新華社非洲分社、中國國際廣播電臺(tái)非洲分臺(tái)、中央電視臺(tái)非洲分臺(tái)、人民日報(bào)非洲分社)都設(shè)立在內(nèi)羅畢�？夏醽喌臐h語教育自1998年埃格頓大學(xué)開始漢語課程以來已經(jīng)有十五年的歷史了,繼而2005年非洲第一所孔子學(xué)院內(nèi)羅畢大學(xué)孔子學(xué)院成立。得益于中肯兩國日益頻繁的貿(mào)易往來,近年來肯尼亞學(xué)習(xí)漢語的人數(shù)迅速增長,然而漢語教學(xué)的目標(biāo)、課程設(shè)計(jì)、評(píng)估等各個(gè)方面都層次不齊,整個(gè)肯尼亞的漢語教育仍然處于一種低迷的不樂觀狀態(tài),這兩者之間構(gòu)成了一對矛盾。文章首先介紹了肯尼亞的國情和漢語教學(xué)現(xiàn)狀,概括了國內(nèi)外以美國基于“5Cs”標(biāo)準(zhǔn)而建構(gòu)的“AP中文教學(xué)模式”為代表的主要的漢語教學(xué)模式研究成果,分析了肯尼亞不同漢語學(xué)校和機(jī)構(gòu)的教學(xué)模式和教學(xué)資源,詳細(xì)論述了筆者在CICCK肯尼亞海外華語中心工作期間設(shè)計(jì)并經(jīng)過中心各位老師長時(shí)間教學(xué)實(shí)踐檢驗(yàn)和不斷完善的“CICCK肯尼亞海外漢語教學(xué)模式”,最后探討了肯尼亞漢語教育的問題并相應(yīng)地提出了對策,著重論述了肯尼亞的華文教學(xué)以及本土化肯尼亞漢語教育建設(shè)兩大問題。
[Abstract]:With the rapid development of China's economy and the improvement of its international status, as well as the development of the Chinese government's "go out of Culture" policy and the promotion of Chinese language education in the world, the work of spreading Chinese culture has been carried out. Chinese has become a concept that people around the world are no longer unfamiliar and soon familiar. Kenya is a beautiful and charming country on the African continent, its geographical location is superior, and the city of Nairobi, the capital city of Nairobi, is known as "Little Paris of Africa". The United Nations Environment Programme (UN-HABITAT) and the Chinese Embassy in Kenya and the four major central media (Xinhua News Agency Africa Branch, China Radio International Africa Branch, China Central Television Africa Branch, People's Daily Africa Branch) are all based in Nairobi. Kenya's Chinese language education has a history of 15 years since Eagleton University began its Chinese course in 1998, and in 2005 the first Confucius Institute in Africa, the Confucius Institute of Nairobi University, was established. Thanks to increasingly frequent trade between Kenya and Kenya, the number of people learning Chinese in Kenya has grown rapidly in recent years. However, the objectives of Chinese language teaching, curriculum design, evaluation and other aspects are uneven. The whole of Kenya's Chinese language education is still in a state of gloomy optimism, which constitutes a contradiction between the two. This paper first introduces the situation of Kenya and the present situation of Chinese teaching, and summarizes the main research results of the Chinese teaching model of AP, which is constructed by the United States based on the "5Cs" standard at home and abroad. This paper analyzes the teaching models and teaching resources of different Chinese schools and institutions in Kenya. This paper discusses in detail that the author has designed and tested the "CICCK Kenya overseas Chinese Teaching Model" during the working period of the overseas Chinese language Center in CICCK Kenya, which has been tested by the teachers of the Center for a long time. Finally, this paper discusses the problems of Chinese education in Kenya and puts forward corresponding countermeasures, focusing on the teaching of Chinese in Kenya and the construction of Chinese education in Kenya.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3
[Abstract]:With the rapid development of China's economy and the improvement of its international status, as well as the development of the Chinese government's "go out of Culture" policy and the promotion of Chinese language education in the world, the work of spreading Chinese culture has been carried out. Chinese has become a concept that people around the world are no longer unfamiliar and soon familiar. Kenya is a beautiful and charming country on the African continent, its geographical location is superior, and the city of Nairobi, the capital city of Nairobi, is known as "Little Paris of Africa". The United Nations Environment Programme (UN-HABITAT) and the Chinese Embassy in Kenya and the four major central media (Xinhua News Agency Africa Branch, China Radio International Africa Branch, China Central Television Africa Branch, People's Daily Africa Branch) are all based in Nairobi. Kenya's Chinese language education has a history of 15 years since Eagleton University began its Chinese course in 1998, and in 2005 the first Confucius Institute in Africa, the Confucius Institute of Nairobi University, was established. Thanks to increasingly frequent trade between Kenya and Kenya, the number of people learning Chinese in Kenya has grown rapidly in recent years. However, the objectives of Chinese language teaching, curriculum design, evaluation and other aspects are uneven. The whole of Kenya's Chinese language education is still in a state of gloomy optimism, which constitutes a contradiction between the two. This paper first introduces the situation of Kenya and the present situation of Chinese teaching, and summarizes the main research results of the Chinese teaching model of AP, which is constructed by the United States based on the "5Cs" standard at home and abroad. This paper analyzes the teaching models and teaching resources of different Chinese schools and institutions in Kenya. This paper discusses in detail that the author has designed and tested the "CICCK Kenya overseas Chinese Teaching Model" during the working period of the overseas Chinese language Center in CICCK Kenya, which has been tested by the teachers of the Center for a long time. Finally, this paper discusses the problems of Chinese education in Kenya and puts forward corresponding countermeasures, focusing on the teaching of Chinese in Kenya and the construction of Chinese education in Kenya.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3
【參考文獻(xiàn)】
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