馬來(lái)西亞國(guó)民中學(xué)初中教科書(shū)本土化研究
發(fā)布時(shí)間：2018-11-05 20:26
【摘要】：馬來(lái)西亞從獨(dú)立至今已有五十九年,國(guó)民中學(xué)華文教科書(shū)一共進(jìn)行了三次編寫(xiě)。在初次編纂教科書(shū)時(shí),馬來(lái)西亞聯(lián)邦教育部倡議采用教材本土化編選原則。論文探討了該原則在其后兩種教材編寫(xiě)中的應(yīng)用情況,并為今后國(guó)民中學(xué)教材提供經(jīng)驗(yàn)。論文的研究范圍是從二十世紀(jì)六十年代中期到二十一世紀(jì)初期近六十年間國(guó)民中學(xué)初中的華文教科書(shū)。包括：第一、據(jù)馬來(lái)西亞聯(lián)邦教育部1958年所頒《課程標(biāo)準(zhǔn)》編寫(xiě)的教科書(shū)：共有兩個(gè)版本,一是由南洋出版社在1965年至1967年編寫(xiě)的教科書(shū),二是馬來(lái)亞文化事業(yè)有限公司在1973年至1980年之間出版的教科書(shū)；第二、據(jù)馬來(lái)西亞教育部1986年所頒《中學(xué)華文課程綱要》編寫(xiě)的教科書(shū),由馬來(lái)亞文化事業(yè)有限公司在1987至1990年出版,中二教科書(shū)編纂者鄭良樹(shù),中三編纂者Yiu Hong；第三、據(jù)馬來(lái)西亞教育部課程發(fā)展中心2000年所頒《中學(xué)華文課程大綱》編寫(xiě)的教科書(shū),中一課本,由蔡永祥、陳毓媚以及鄭文添編纂,馬來(lái)西亞新頁(yè)網(wǎng)出版有限公司2002年出版。中二課本,由溫金玉、陳欽財(cái)以及蘇美桂編纂,馬來(lái)亞文化事業(yè)有限公司2003年出版。中三課本,由永樂(lè)多斯、許友彬以及林臣順編纂,紅蜻蜓出版有限公司2004年出版。論文的第一章是緒論,說(shuō)明論文的研究背景、文獻(xiàn)綜述、研究設(shè)計(jì)及本土化定義。論文采用馬來(lái)西亞拉曼大學(xué)中文系副教授許文榮博士為本土性下的定義,包括本地的風(fēng)土民情、歷史地理、自然景觀、語(yǔ)言特征、審美情趣、思維方式以及人文傳統(tǒng)等。第二章作家研究。對(duì)三種版本華文教材選文的作者進(jìn)行研究,分成為有宦作家、流寓作者或僑民作家、移民作家、本土作家以及外語(yǔ)作家五個(gè)類別,考論其生平,分析所選的文章之創(chuàng)作背景。第三章選文研究。從入選作品的時(shí)代、選文考量、選文內(nèi)容以及編纂手法這四個(gè)角度進(jìn)行縱橫對(duì)比。第四章論馬來(lái)西亞三次教科書(shū)不同的改革。論證第一版如何強(qiáng)調(diào)本土化,第二版如何推崇國(guó)民意識(shí),第三版如何適應(yīng)時(shí)代氣息。第五章談研究發(fā)現(xiàn)和建議。論文從文本所選用的詞語(yǔ)角度、文字與排版等角度探討馬來(lái)西亞本土的文藝發(fā)展路徑以及教科書(shū)承載歷史的特點(diǎn)。研究結(jié)果顯示從馬來(lái)西亞教科書(shū)的三次編寫(xiě)方針,五十九個(gè)年頭經(jīng)歷了三次不同的改革,這三次的轉(zhuǎn)型路徑是從起初的強(qiáng)調(diào)本土化轉(zhuǎn)換到推崇國(guó)民意識(shí)最后演進(jìn)為適應(yīng)時(shí)代氣息。論文歸納總結(jié)研究發(fā)現(xiàn)后對(duì)未來(lái)教科書(shū)的編寫(xiě)提出了五個(gè)改善建議,包括用詞要規(guī)范、建議收錄新一代馬華作家之優(yōu)秀作品、刪節(jié)原文時(shí)應(yīng)保留文章的主旨與美感、組織有分量兼有素質(zhì)的編寫(xiě)隊(duì)伍以及采用最新的編排設(shè)計(jì)與印刷科技以便編纂出一套有質(zhì)量的教科書(shū)。
[Abstract]:It has been 59 years since Malaysia's independence, and Chinese textbooks have been compiled three times in the National High School. In compiling textbooks for the first time, the Federal Ministry of Education of Malaysia advocated the adoption of the principle of localization of textbooks. This paper discusses the application of this principle in the later two textbooks, and provides experience for the national middle school textbooks in the future. The research scope of this thesis is from the mid-1960s to the early 21 century. First, according to the textbook published by the Ministry of Education of Malaysia in 1958, there are two versions, one of which was prepared by Nanyang Publishing House from 1965 to 1967. Second, the textbook published between 1973 and 1980 by Malaya Cultural Enterprise Ltd. Second, according to the textbook published by Malaya Cultural Services Limited in 1987 and 1990, published in 1986 by the Ministry of Education of Malaysia in the outline of the Chinese language Curriculum for Secondary School, Secondary two textbook compilers Cheng Liangshu and Secondary three compilers Yiu Hong; Thirdly, according to the textbook published by the Ministry of Education Curriculum Development Center of Malaysia in 2000, the Secondary one textbook, compiled by Tsai Yung-hsiang, Chen Yu-mei and Zheng Wen, was published by Malaysia's New Page Network Publishing Co., Ltd in 2002. Secondary 2 textbook, edited by Wen Jinyu, Chen Qincai and Su Meigui, published by Malaya Cultural undertakings Co., Ltd. 2003. Form 3 textbook, compiled by Yongle Doss, Xu Youbin and Lin Shunshun, published by Red Dragonfly Publishing Co., Ltd in 2004. The first chapter is the introduction, explaining the research background, literature review, research design and localization definition. In this paper, the author uses Dr. Hui Wen-wing, Associate Professor of Chinese Department of Malaysian Raman University, as the local definition, including local customs, historical geography, natural landscape, language characteristics, aesthetic taste, mode of thinking and humanistic tradition. The second chapter is the writer's research. The authors of the three editions of Chinese textbooks are divided into five categories: official writers, foreign language writers, immigrant writers, native writers and foreign language writers. Chapter three: a study of selected articles. From the time of the selected works, the selection of articles, content and compilation of these four angles to carry out vertical and horizontal comparison. Chapter four discusses the three different reforms of textbooks in Malaysia. It demonstrates how the first edition emphasizes localization, the second edition advocates national consciousness, and the third edition adapts to the atmosphere of the times. Chapter five discusses the research findings and suggestions. This paper discusses the development path of literature and art in Malaysia and the historical characteristics of textbooks from the perspective of the choice of words, characters and typesetting in the text. The results of the study show that three different reforms have taken place in the 59 years since the three guidelines for the preparation of textbooks in Malaysia. These three transition paths are from the initial emphasis on localization to the promotion of national consciousness and finally to adapt to the atmosphere of the times. After summing up the findings of the study, the paper puts forward five suggestions for improving the compilation of future textbooks, including standardizing the use of words, suggesting that the excellent works of the new generation of Ma Hua writers should be included, and that the purport and aesthetic sense of the article should be retained when abridging the original text. Organize a high-quality writing team and use the latest choreography and printing technology to compile a set of quality textbooks.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3
，
本文編號(hào)：2313352
[Abstract]:It has been 59 years since Malaysia's independence, and Chinese textbooks have been compiled three times in the National High School. In compiling textbooks for the first time, the Federal Ministry of Education of Malaysia advocated the adoption of the principle of localization of textbooks. This paper discusses the application of this principle in the later two textbooks, and provides experience for the national middle school textbooks in the future. The research scope of this thesis is from the mid-1960s to the early 21 century. First, according to the textbook published by the Ministry of Education of Malaysia in 1958, there are two versions, one of which was prepared by Nanyang Publishing House from 1965 to 1967. Second, the textbook published between 1973 and 1980 by Malaya Cultural Enterprise Ltd. Second, according to the textbook published by Malaya Cultural Services Limited in 1987 and 1990, published in 1986 by the Ministry of Education of Malaysia in the outline of the Chinese language Curriculum for Secondary School, Secondary two textbook compilers Cheng Liangshu and Secondary three compilers Yiu Hong; Thirdly, according to the textbook published by the Ministry of Education Curriculum Development Center of Malaysia in 2000, the Secondary one textbook, compiled by Tsai Yung-hsiang, Chen Yu-mei and Zheng Wen, was published by Malaysia's New Page Network Publishing Co., Ltd in 2002. Secondary 2 textbook, edited by Wen Jinyu, Chen Qincai and Su Meigui, published by Malaya Cultural undertakings Co., Ltd. 2003. Form 3 textbook, compiled by Yongle Doss, Xu Youbin and Lin Shunshun, published by Red Dragonfly Publishing Co., Ltd in 2004. The first chapter is the introduction, explaining the research background, literature review, research design and localization definition. In this paper, the author uses Dr. Hui Wen-wing, Associate Professor of Chinese Department of Malaysian Raman University, as the local definition, including local customs, historical geography, natural landscape, language characteristics, aesthetic taste, mode of thinking and humanistic tradition. The second chapter is the writer's research. The authors of the three editions of Chinese textbooks are divided into five categories: official writers, foreign language writers, immigrant writers, native writers and foreign language writers. Chapter three: a study of selected articles. From the time of the selected works, the selection of articles, content and compilation of these four angles to carry out vertical and horizontal comparison. Chapter four discusses the three different reforms of textbooks in Malaysia. It demonstrates how the first edition emphasizes localization, the second edition advocates national consciousness, and the third edition adapts to the atmosphere of the times. Chapter five discusses the research findings and suggestions. This paper discusses the development path of literature and art in Malaysia and the historical characteristics of textbooks from the perspective of the choice of words, characters and typesetting in the text. The results of the study show that three different reforms have taken place in the 59 years since the three guidelines for the preparation of textbooks in Malaysia. These three transition paths are from the initial emphasis on localization to the promotion of national consciousness and finally to adapt to the atmosphere of the times. After summing up the findings of the study, the paper puts forward five suggestions for improving the compilation of future textbooks, including standardizing the use of words, suggesting that the excellent works of the new generation of Ma Hua writers should be included, and that the purport and aesthetic sense of the article should be retained when abridging the original text. Organize a high-quality writing team and use the latest choreography and printing technology to compile a set of quality textbooks.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3
，
本文編號(hào)：2313352
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