缅甸本土汉语教师短期培训模式的构建

发布时间：2018-07-18 09:00

【摘要】：缅甸作为中国的重要邻国,是东南亚华文教育中汉语教师数量最多的国家,缅甸本土汉语教师在推动东南亚的华文教育方面发挥了重要作用,同时也是缅甸汉语教学的主力军。近几年,在国务院侨务办公室(以下简称“侨办”)和国家汉语办公室小组(以下简称“汉办”)大力支持和帮助下,缅甸汉语师资水平和职业素质有了较大的提高和改善,但随着缅甸汉语学习需求和师资培养培训需求的扩大化,培养培训中的一些问题也日益显现。由于政治经济原因,缅甸本土汉语教师队伍一直处于不稳定发展中,现有的缅甸华文师资汉语水平和学历水平差异较大,总体职业资质偏低,教学理念上倾向于传统教学思路和教学行为,这些都是缅甸华文教育发展的瓶颈。在以往的培训中由于时间短、内容多,缺乏针对性,学员参与度不高,培训后期监测评估不够等原因培训效果一般。本文首先通过文献搜索、问卷调查对缅甸本土汉语教师、缅甸的汉语教学和缅甸本土汉语教师的培训情况做了全面系统的了解。然后为构建一套适用于缅甸本土汉语教师的培训模式,又从缅甸本土汉语教师的培训形式、培训对象、培训需求、培训目标、培训内容、培训方式、培训师和培训评估等八个培训要素做出了具体分析。最后根据缅甸本土汉语教师培训需求和目标构建了初级入门、中级强化和高级进修三个不同层次需求的培训模式,同时模块化、个性化的课程内容,理论与实践相结合的培训方式,以及定性与定量相结合,诊断、监督与反馈不同功能并存的培训评估完善了以往培训模式的不足,培训效果将更加突出。这将从根本上提高缅甸本土汉语教师的汉语水平和教学实践能力,从长远上为实现缅甸本土汉语师资的规范化、科学化培养提供科学合理的依据和可行的操作方案,同时也希望为其他国家本土汉语教师的培训提供一定启示。
[Abstract]:Myanmar, as an important neighbor of China, has the largest number of Chinese teachers in Southeast Asia. The native Chinese teachers in Myanmar play an important role in promoting Chinese education in Southeast Asia, and are also the main force in the teaching of Chinese in Myanmar. In recent years, with the strong support and assistance of the overseas Chinese Affairs Office of the State Council (hereinafter referred to as "overseas Chinese Office") and the National Chinese language Office Group (hereinafter referred to as "Hanban"), the standard of Chinese teachers and professional quality in Myanmar have been greatly improved and improved. However, with the expansion of Myanmar's Chinese learning needs and teacher training needs, some problems in training are also emerging. Due to political and economic reasons, the local Chinese teachers in Myanmar have been in an unstable development. The existing Chinese language teachers in Myanmar have different levels of Chinese language and academic qualifications, and their overall professional qualifications are on the low side. The traditional teaching idea and teaching behavior are the bottleneck of Myanmar's Chinese language education development. In the past training, due to short time, more content, lack of pertinence, students' participation is not high, the late training monitoring and evaluation is not enough, and so on. First of all, this paper makes a comprehensive and systematic understanding of Myanmar's native Chinese teachers, Myanmar's Chinese language teaching and the training of Myanmar's native Chinese teachers through literature search and questionnaire. Then in order to construct a set of training model suitable for native Chinese teachers in Myanmar, and from the training form, the training object, the training demand, the training target, the training content, the training way of the native Chinese teacher in Myanmar, The trainer and the training evaluation make a concrete analysis of the eight training elements. Finally, according to the training needs and objectives of Myanmar's native Chinese teachers, this paper constructs three different levels of training models, namely, initial entry, intermediate intensive training and advanced education, while modularizing and individualizing the contents of the courses. The combination of theory and practice, as well as the combination of qualitative and quantitative training, diagnosis, supervision and feedback of different functions of training evaluation to improve the previous training model deficiencies, training results will be more prominent. This will fundamentally improve the Chinese proficiency and teaching practice of native Chinese teachers in Myanmar. In the long run, it will provide a scientific and reasonable basis and feasible operation plan for the standardization and scientific training of native Chinese teachers in Myanmar. At the same time, I hope to provide some enlightenment for the training of native Chinese teachers in other countries.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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