泰国中小学汉语课程设置调查研究
发布时间：2018-07-15 07:38
【摘要】：2014年的统计数据显示,全球已有123个国家和地区,共建立了465所孔子学院和713个中小学孔子课堂,这是汉语推广事业发展至今一个令人骄傲的成绩。汉语国际推广事业开展以来,以在国外开办孔子学院和孔子课堂为主,孔子学院的发展一直被重视,广受各界瞩目。相比较,国外的中小学的汉语教学就没有受到应有的关注。如今,国外的中小学里开设的汉语课程也是一股汉语学习的强劲势力,近年来,我们国家每年都要输送大批的普通汉语教师志愿者,奔赴各个国家的中小学里担任汉语教师,在这些国家中,泰国最为突出,每年要申请接收我们国家成百上千的汉语教师志愿者,成为我们最大的普通志愿者赴任国家。在全球汉语热的大背景下,汉语国际教育事业的发展空前迅速。汉语教育事业在泰国发展的速度和规模也引来了业界广泛的关注,随着泰国教育部的支持和肯定,汉语教学被大规模地纳入泰国的教育体系里,从基础教育到高校,在泰国的小学、中学和大学,都不同程度地开设了汉语课程,现在,甚至连泰国的很多幼儿园也都开设了汉语课程。汉语课程在中小学这样的发展速度,是一个值得我们为之激动兴奋的现象,然而,在这样快速发展的同时,也存在很多的问题,需要我们面对并采取相应的措施。2013年5月到2014年3月,笔者在泰国从事汉语教师工作期间,发现了我们所赴任的泰国中小学里的汉语课程是一个值得研究的问题,本文将以泰国中小学的汉语课程设置为切入口,结合问卷调查和访谈的方式,分析汉语教学在泰国中小学普遍存在的问题,并探究解决问题的方法。文章框架如下,第一章为绪论,解释了文章选题的缘由和意义,通过文献研究和资料调查分析了不仅是泰国,还有其他国家中小学汉语课程设置的研究现状,并阐述了研究的方法和思路。文章第二章为课程设置原理,通过查阅学界相关著作和文献资料,列举了论文中出现的相关理论原理以及相关的术语界定,为文章提供理论依据。第三章主要介绍了泰国中小学汉语课程设置的现状,对比了泰国孔子课堂的汉语课程设置,分析了汉语课程设置在中小学这一阶段存在的问题。第四章面对问题,提出针对泰国中小学、孔子课堂的汉语课程设置存在问题的改进策略。第五章是文章的总结,总结了文章研究的不足之处以及对笔者提出的策略方案的实施展望和对泰国的汉语教育推广事业的展望。希望本文的分析和研究,能够促进泰国的汉语教学发展,能够为我们国家的汉语推广事业提供一些有益的帮助和参考。
[Abstract]:Statistics in 2014 show that there are 123 countries and regions around the world, with 465 Confucius Institutes and 713 Confucius classrooms in primary and secondary schools, which is a proud achievement in the development of Chinese language promotion. Since the development of international Chinese promotion, Confucius Institutes and Confucius classrooms have been established in foreign countries. The development of Confucius Institutes has been attached great importance to, and attracted wide attention from all walks of life. In contrast, Chinese teaching in foreign primary and secondary schools has not received due attention. At present, the Chinese language courses offered in primary and secondary schools abroad are also a powerful force in learning Chinese. In recent years, our country has been sending a large number of volunteers of ordinary Chinese teachers every year to work as Chinese teachers in primary and secondary schools in various countries. Thailand is the most prominent of these countries, applying every year to accept hundreds of Chinese teacher volunteers in our country, becoming our largest ordinary volunteer to join the country. Under the background of global Chinese craze, the development of Chinese international education is unprecedented. The speed and scale of the development of Chinese language education in Thailand has attracted extensive attention from the industry. With the support and affirmation of the Ministry of Education of Thailand, the teaching of Chinese has been incorporated into Thailand's education system on a large scale, from basic education to higher education. Chinese courses are offered in Thailand's primary, secondary and university schools to varying degrees, and now even many kindergartens in Thailand offer Chinese courses. The speed of development of the Chinese curriculum in primary and secondary schools is an exciting phenomenon for us to be excited about. However, with such rapid development, there are also many problems. From May 2013 to March 2014, when I was working as a Chinese teacher in Thailand, I found that the Chinese language curriculum in Thailand's primary and secondary schools was a problem worth studying. In this paper, the Chinese curriculum in primary and secondary schools in Thailand is taken as the entry point, and combined with questionnaires and interviews, this paper analyzes the common problems in Chinese teaching in primary and secondary schools in Thailand, and probes into the ways to solve the problems. The first chapter is the introduction, which explains the reason and significance of the topic, and analyzes the current situation of Chinese curriculum design in primary and secondary schools, not only Thailand, but also other countries through literature research and data investigation. The methods and train of thought of the research are also expounded. The second chapter is the principle of curriculum design. By referring to the academic literature and literature, this paper lists the related theories and the definition of the relevant terms, which provides the theoretical basis for the article. The third chapter mainly introduces the present situation of the Chinese curriculum in Thai primary and secondary schools, compares the Chinese curriculum in the Confucius classroom in Thailand, and analyzes the problems existing in the Chinese curriculum in the middle and primary schools. In the fourth chapter, the author puts forward the strategies to improve the Chinese curriculum in primary and secondary schools in Thailand. The fifth chapter is the summary of the article, summarizes the shortcomings of the article, the implementation of the proposed strategies and prospects for the promotion of Chinese language education in Thailand. It is hoped that the analysis and research of this paper can promote the development of Chinese language teaching in Thailand and provide some useful help and reference for the promotion of Chinese language in our country.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
本文编号：2123349
[Abstract]:Statistics in 2014 show that there are 123 countries and regions around the world, with 465 Confucius Institutes and 713 Confucius classrooms in primary and secondary schools, which is a proud achievement in the development of Chinese language promotion. Since the development of international Chinese promotion, Confucius Institutes and Confucius classrooms have been established in foreign countries. The development of Confucius Institutes has been attached great importance to, and attracted wide attention from all walks of life. In contrast, Chinese teaching in foreign primary and secondary schools has not received due attention. At present, the Chinese language courses offered in primary and secondary schools abroad are also a powerful force in learning Chinese. In recent years, our country has been sending a large number of volunteers of ordinary Chinese teachers every year to work as Chinese teachers in primary and secondary schools in various countries. Thailand is the most prominent of these countries, applying every year to accept hundreds of Chinese teacher volunteers in our country, becoming our largest ordinary volunteer to join the country. Under the background of global Chinese craze, the development of Chinese international education is unprecedented. The speed and scale of the development of Chinese language education in Thailand has attracted extensive attention from the industry. With the support and affirmation of the Ministry of Education of Thailand, the teaching of Chinese has been incorporated into Thailand's education system on a large scale, from basic education to higher education. Chinese courses are offered in Thailand's primary, secondary and university schools to varying degrees, and now even many kindergartens in Thailand offer Chinese courses. The speed of development of the Chinese curriculum in primary and secondary schools is an exciting phenomenon for us to be excited about. However, with such rapid development, there are also many problems. From May 2013 to March 2014, when I was working as a Chinese teacher in Thailand, I found that the Chinese language curriculum in Thailand's primary and secondary schools was a problem worth studying. In this paper, the Chinese curriculum in primary and secondary schools in Thailand is taken as the entry point, and combined with questionnaires and interviews, this paper analyzes the common problems in Chinese teaching in primary and secondary schools in Thailand, and probes into the ways to solve the problems. The first chapter is the introduction, which explains the reason and significance of the topic, and analyzes the current situation of Chinese curriculum design in primary and secondary schools, not only Thailand, but also other countries through literature research and data investigation. The methods and train of thought of the research are also expounded. The second chapter is the principle of curriculum design. By referring to the academic literature and literature, this paper lists the related theories and the definition of the relevant terms, which provides the theoretical basis for the article. The third chapter mainly introduces the present situation of the Chinese curriculum in Thai primary and secondary schools, compares the Chinese curriculum in the Confucius classroom in Thailand, and analyzes the problems existing in the Chinese curriculum in the middle and primary schools. In the fourth chapter, the author puts forward the strategies to improve the Chinese curriculum in primary and secondary schools in Thailand. The fifth chapter is the summary of the article, summarizes the shortcomings of the article, the implementation of the proposed strategies and prospects for the promotion of Chinese language education in Thailand. It is hoped that the analysis and research of this paper can promote the development of Chinese language teaching in Thailand and provide some useful help and reference for the promotion of Chinese language in our country.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
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