肯尼亚汉语教学模式和教学资源分析与探索
发布时间：2018-10-13 08:21
【摘要】：随着中国经济的高速发展和国际地位的提高,以及中国政府“文化走出去’政策的提出和在全球推广汉语教育、传播中国文化工作的开展,汉语已经成了全世界人眼中一个不再陌生继而很快熟悉的概念。肯尼亚是非洲大陆一个美丽迷人的国家,其地理位置优越、四季如春民风淳朴,首都内罗毕市被誉为“非洲小巴黎”,联合国环境人居署以及中国驻肯尼亚大使馆使和四大中央媒体(新华社非洲分社、中国国际广播电台非洲分台、中央电视台非洲分台、人民日报非洲分社)都设立在内罗毕。肯尼亚的汉语教育自1998年埃格顿大学开始汉语课程以来已经有十五年的历史了,继而2005年非洲第一所孔子学院内罗毕大学孔子学院成立。得益于中肯两国日益频繁的贸易往来,近年来肯尼亚学习汉语的人数迅速增长,然而汉语教学的目标、课程设计、评估等各个方面都层次不齐,整个肯尼亚的汉语教育仍然处于一种低迷的不乐观状态,这两者之间构成了一对矛盾。文章首先介绍了肯尼亚的国情和汉语教学现状,概括了国内外以美国基于“5Cs”标准而建构的“AP中文教学模式”为代表的主要的汉语教学模式研究成果,分析了肯尼亚不同汉语学校和机构的教学模式和教学资源,详细论述了笔者在CICCK肯尼亚海外华语中心工作期间设计并经过中心各位老师长时间教学实践检验和不断完善的“CICCK肯尼亚海外汉语教学模式”,最后探讨了肯尼亚汉语教育的问题并相应地提出了对策,着重论述了肯尼亚的华文教学以及本土化肯尼亚汉语教育建设两大问题。
[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.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：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.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
【参考文献】
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