缅甸教育制度背景下中小学汉语课程大纲编制研究

发布时间：2018-10-19 14:16

【摘要】：本文主要针对缅甸中小学汉语课程教学大纲的编制展开研究。本研究以缅甸教育制度及缅甸汉语教学状况为背景,运用文献研究法、全球视野比较法和宏观综合分析法,就缅甸和中国的语言文化方面的异同作了较为详尽的对比分析,最后就缅甸汉语教学的中小学汉语课程大纲编制作了实践性探索。因此,本文力图在提升研究理论意义的同时,也注重发挥本研究成果的实践意义。本研究包括以下六部分内容。绪论部分主要就选题缘起、研究意义、研究综述、研究方法、研究内容、缅甸汉语教学相关概念界定等六个方面的内容作了论述。第二章详细介绍了缅甸汉语教学背景与现状。第三章从缅甸教育制度和缅甸基础教育学校课程设置、教材及外语教学两个方面,介绍缅甸的教育状况。第四章探讨缅甸中小学汉语课程大纲编制及该课程大纲与三教关系。主要包括以下三方面的内容：汉语作为母语教学的课程大纲编制探讨、汉语作为第二语言教学的课程大纲编制探讨、缅甸中小学汉语课程大纲编制与三教关系。第五章论述缅甸中小学汉语课程大纲编制中的本土化问题。主要从缅汉两种语言的差异对汉语课程大纲编制的影响,缅甸社会文化与汉语课程大纲编制的关系,以及大纲指导理念的反差效应及理论意义。这三个方面展开论述。另外,本节还重点就大纲编写思想中提炼产生的“理念反差逆势发展论”进行了详细阐释,并以此形成一个重要的编制原则。第六章是本文研究的一个具体成果体现,主要探讨了缅甸中小学汉语课程大纲编制的框架与内容。首先就课程大纲编制的依据、原则)展开论述,进而探讨了中小学汉语课程大纲的框架与内容,最后根据《国际汉语教学通用课程大纲》中的等级划分,确定中小学汉语课程大纲的框架与内容。
[Abstract]:This paper focuses on the development of Chinese syllabus in primary and secondary schools in Myanmar. Based on Myanmar's educational system and Myanmar's Chinese teaching situation, this study makes a detailed comparative analysis of the similarities and differences between Myanmar and China in terms of language and culture, using literature research, global perspective comparison and macro comprehensive analysis. Finally, a practical exploration is made on the compilation of Chinese syllabus for primary and secondary schools in Myanmar. Therefore, this paper tries to promote the theoretical significance of the research, but also pay attention to the practical significance of the research results. This research includes the following six parts. The introduction mainly discusses the origin of the topic, the significance of the research, the research review, research methods, research content, Myanmar Chinese teaching related concepts and other six aspects of the definition. The second chapter introduces the background and present situation of Myanmar Chinese teaching in detail. The third chapter introduces the education situation of Myanmar from the aspects of Myanmar education system and Myanmar basic education school curriculum, teaching materials and foreign language teaching. Chapter four discusses the compilation of Chinese syllabus and the relationship between the syllabus and the three religions. It mainly includes the following three aspects: the study on the curriculum preparation of Chinese as the mother tongue teaching, the study on the curriculum preparation of Chinese as a second language teaching, and the relationship between the preparation of the Chinese syllabus and the three religions in primary and secondary schools in Myanmar. Chapter five discusses the localization of Chinese syllabus in Myanmar primary and secondary schools. This paper mainly discusses the influence of the differences between the two languages on the development of Chinese syllabus, the relationship between Myanmar's social culture and Chinese curriculum development, and the contrast effect and theoretical significance of the guiding idea of the syllabus. These three aspects are discussed. In addition, this section also gives a detailed explanation of the theory of "Contrastive Development of Concepts", which is extracted from the outline writing thought, and forms an important compiling principle. The sixth chapter is a concrete achievement of this study, mainly discusses the framework and content of the Chinese syllabus in Myanmar primary and secondary schools. First of all, it discusses the basis and principle of compiling the syllabus, and then discusses the framework and content of the syllabus of Chinese in primary and middle schools. Finally, it is classified according to the grades in the General Curriculum of International Chinese Teaching. To determine the framework and content of the Chinese curriculum for primary and secondary schools.
【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H195

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