缅甸汉语学习者中国文化认同探讨

发布时间：2018-05-12 17:31

本文选题：缅甸汉语学习者 + 中国文化　；参考：《中央民族大学》2017年硕士论文

【摘要】：改革开放以来,中国国际地位迅速提高,以及中缅经济交往日益频繁,缅甸汉语教学也得到了快速的发展。目前在缅甸,不仅是华裔家庭的缅甸华人学习汉语,越来越多的非华裔缅甸人也开始学习汉语。而且,大部分缅甸华人与当地人同化了。于是,在缅甸,汉语成为华裔与非华裔的第二语言。①如今,中缅关系一直较好,但是为什么在缅甸还存在反华情绪?缅甸非华裔汉语学习者学习汉语时,是否认同中国文化?这种排华现象持续与学习汉语、认同中国文化是否产生矛盾?本文的第一章主要介绍研究缘起、选题意义与中国文化认同相关的文献综述。其中包括文化认同的界定,语言(二语/外语)教学领域的文化认同相关研究和汉语教学领域的文化认同相关研究,前人的研究成果与不足和本研究的主要内容和研究方法等。第二章阐释了缅甸汉语学习者中国文化认同调查问卷的设计,包括调查目的、调查对象的选取、问卷设计和调查过程。列出调查对象的基本信息后,分析调查对象学习汉语的动机和了解中国文化的方式。第三章为缅甸汉语学习者对中国文化认同分析。首先是对缅甸汉语学习者学习汉语的原因和学习中国文化的方式进行一个大概的阐述。其次,深入地进行缅甸汉语学习者对汉语的认同、对中国文化的认同、学习者感兴趣的文化内容和缅甸汉语学习者对中国人行为的分析。并对不同性别、不同民族、不同职业和不同汉语水平的缅甸汉语学习者在不同项目的认同方面进行了差异性分析。第四章分别为缅甸汉语学习者中国饮食、节日、艺术文化认同的分析与该项目的差异性分析。第五章论述缅甸汉语学习者中国文化认同的特点及应对策略。包括缅甸汉语学习者中国文化认同的特点及其原因分析和提升缅甸汉语学习者中国文化认同的策略。第六章对全文进行总结。研究者结合调查问卷与访谈,对缅甸仰光福星语言与电脑学苑孔子课堂与曼德勒孔教学校的中国文化教学进行了研究。研究基础上得出的结论利用SPSS分析,创新,并据此提出解决方案和建议。文章以缅甸汉语学习者的真实调查问卷为基础,再配合教师的访谈记录,然后运用文献分析法、访谈法、调查法、案例分析法等方式,同时使用SPSS软件进行统计分析。至今,在缅甸的汉语教学与中国文化认同的相关研究中,很少有人使用SPSS软件进行统计分析,因此这也是本文在缅甸汉语教学、中国文化认同研究方法上的一个创新。本文的创新点在于:选题新颖,首次对缅甸汉语学习者中国文化认同进行调查研究。其次,本文通过大量的调查访谈,分析出缅甸汉语学习者对中国文化认同的现状,并分析出不同性别、不同民族、不同职业和不同汉语水平的缅甸汉语学习者对汉语和中国文化的态度、感兴趣的文化内容、对中国文化的认同方式等方面存在的差异性,这些差异性分析皆可对日后的研究有一定的启发性。除此之外,研究缅甸汉语学习者对中国文化认同情况的文章目前还非常少,因此,本文的选题可说较为新颖。然而,笔者还针对缅甸汉语学习者对中国文化认同现状提出建议,希望为日后的研究提供借鉴与参考。
[Abstract]:Since the reform and opening up, China's international status has been rapidly improved and the economic exchanges between China and Myanmar are becoming more and more frequent. The Chinese language teaching in Burma has also developed rapidly. At present, in Burma, not only is the Chinese Chinese family of Burma Chinese learning Chinese, but more and more non Chinese Burmese people are beginning to learn Chinese. Moreover, most of the Chinese people of Burma have assimilated with the local people. So, in Burma, Chinese has become the second language of Chinese and non Chinese. (1) the relationship between China and Myanmar has always been better, but why does the Anti China mood exist in Burma? Does the non Chinese Chinese learners of Burma identify with Chinese culture when they study Chinese? The first chapter of the paper mainly introduces the origin of the research, the significance of the topic and the literature review related to Chinese cultural identity, including the definition of cultural identity, the related research on cultural identity in the teaching field of language (two / foreign language) and the related research on cultural identity in the field of Chinese teaching, the achievements and shortcomings of the previous research and the main contents of this study. The second chapter explains the design of the questionnaire on Chinese cultural identity of Burma Chinese learners, including the purpose of investigation, the selection of the object of investigation, the design of the questionnaire and the process of investigation. After listing the basic information of the subjects, the motivation of studying Chinese and the way of understanding Chinese culture are analyzed. The third chapter is the Chinese study of Chinese language. The third chapter is the Chinese language study. An analysis of Chinese cultural identity. The first is to make a general exposition of the reasons for the Chinese learners of Chinese in Burma and the way of learning Chinese culture. Secondly, in depth the identity of the Chinese learners in Burma, the identity of Chinese culture, the cultural content of the interest of the learners and the Chinese learners of Burma to China The analysis of human behavior and the difference analysis of Burma Chinese learners of different sexes, different nationalities, different professions and different Chinese levels in different projects. The fourth chapter is the analysis of the Chinese Chinese learners' Chinese diet, festivals, artistic and cultural identity and the analysis of the difference between the fifth chapters and the fifth chapter. The characteristics and coping strategies of Chinese cultural identity of the Chinese learners of the Chinese language, including the characteristics of the Chinese cultural identity of Burma Chinese learners and their reasons and the strategies to promote the Chinese cultural identity of the Chinese learners in Burma. The sixth chapter is a summary of the full text. The researcher combines the questionnaire and interview with the language and computer science of Burma Yangon On the basis of the research on the Chinese culture teaching in the Confucius classroom and the Mandalay Confucian school. The conclusions are based on the SPSS analysis and innovation, and the solutions and suggestions are put forward according to this. The article is based on the real questionnaire of the Chinese learners in Burma, and then cooperates with the teachers' interviews, and then uses the literature analysis method and the interview method. The method of investigation, case analysis, and so on, and the use of SPSS software for statistical analysis. So far, few people use SPSS software for statistical analysis in the study of Chinese teaching in Burma and Chinese cultural identity, so this is an innovation in the study method of Chinese teaching in Burma and Chinese cultural identity. The new topic is: the topic is novel and the Chinese cultural identity of Chinese learners in Burma is investigated for the first time. Secondly, through a large number of interviews, this paper analyzes the status of Chinese cultural identity of Chinese learners in Burma, and analyzes the Chinese learners of different sexes, different nationalities, different professions and different Chinese levels of Chinese language learners of Chinese Chinese. There are differences in the attitude of Chinese culture, the cultural content of interest, the identification of Chinese culture and other aspects. These differences can be enlightening to the future research. In addition, there are still very few articles on Chinese cultural identity in Burma Chinese learners. Therefore, the topic of this paper can be said. It is relatively new. However, the author also makes suggestions on the current situation of Chinese cultural identity of Chinese learners in Burma, hoping to provide reference and reference for future research.

【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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