南澳州中小学中国文化体验课现状分析
发布时间：2018-10-18 07:57
【摘要】：从十九世纪七十年代至今,汉语教学在澳大利亚已经走过了近五十年的发展历程。汉语在澳大利亚的迅速发展,与中澳双边政治经济往来的活跃、中国的迅速发展和澳大利亚多元文化的语言需求有着紧密联系。对澳大利亚汉语教学进行研究,发现特点并提出问题,能更好地挖掘当地汉语教学需求,促进汉语在当地的普及。文化体验课作为汉语教学的一部分,近年来在澳大利亚未能得到充分重视,发展较为迟缓。研究澳大利亚中国文化体验课的发展现状,可以更好地提升该类课型的质量,以满足当地感知中国文化的需求。笔者结合自身在南澳州的汉语志愿者教师经历,对南澳州中小学文化体验课进行概述和分析,主要包括教学对象、教学目标、师资力量、教学内容和特点等方面,指出了目前南澳州中小学文化体验课存在的不足:针对性不强、教育属性不明显、教学安排和内容设置上缺乏系统性、缺乏课程标准和评价系统以及师资匮乏且流动性大等五个方面。在此基础上,笔者通过问卷调查和实地调研为南澳州中小学文化体验课的优化提升提出了四个方面的建议,包括:凸显中国文化体验课教学属性、加强文化体验课针对性、重视文化体验课的师资队伍建设和促进文化体验课迈向系统化。希望本文的分析和建议能够有助于文化体验课的可持续性发展,并对其他国家的文化体验课的开设运行提供相应参考。本文共分五章,其中二、三、四章为本文的主体部分,另有绪论和结语。第一章为绪论,主要介绍了本文的研究背景、研究内容和方法,并从海内外对中国文化体验课的研究以及对澳大利亚中小学汉语教学与文化课程的研究两方面进行了文献综述。第二章研究南澳州中国文化体验的发展现状,首先从文化体验课开设的必要性和可行性入手,再从教学对象、教学目标、教学内容和师资等几个方面介绍南澳州中小学文化体验课的教学概况,在此基础上对文化体验课的特点进行分析,并指出了目前南澳州中国文化体验课存在的问题。第三章对部分开展过中国文化体验课的中小学教师和学生进行了访谈调研,调查他们对于文化体验课的教学满意度,并对他们所喜欢的文化符号、学习方式、课程设置等展开分析,最后对南澳州的具体情况进行了调查反思。第四章结合第二章得出的问题和第三章的调研结果,面向南澳州中小学文化体验课提出了相关建议,要求教师、当地教育局、国家汉办几个方面协同合作,来解决目前的问题,以期优化和改进中国文化体验课,获得更好的教学效果。第五章回顾了整篇文章研究过程,对本文进行了总结,提出了本文的研究创新点和研究局限,并为后续的研究提供了参考建议。
[Abstract]:Since 1970's, Chinese teaching in Australia has gone through nearly 50 years of development. The rapid development of Chinese in Australia is closely related to the active bilateral political and economic exchanges between China and Australia, the rapid development of China and the language needs of Australia's multiculturalism. The research on Chinese teaching in Australia can better tap the local Chinese teaching needs and promote the popularization of Chinese. As a part of Chinese teaching, cultural experience course has not been paid enough attention to in Australia in recent years. The research on the current situation of Australian Chinese cultural experience course can improve the quality of this kind of class and meet the needs of local perception of Chinese culture. Based on the experience of Chinese volunteer teachers in South Australia, the author summarizes and analyzes the cultural experience in primary and secondary schools in South Australia, including teaching objects, teaching objectives, teachers' strength, teaching contents and characteristics, etc. This paper points out the shortcomings of cultural experience courses in primary and secondary schools in South Australia at present: the pertinence is not strong, the educational attributes are not obvious, and the teaching arrangements and contents are not systematic. Lack of curriculum standards and evaluation system as well as lack of teachers and mobility of five aspects. On this basis, the author puts forward four suggestions for the optimization and promotion of cultural experience course in primary and secondary schools in South Australia through questionnaire investigation and field investigation, including: highlighting the teaching attributes of Chinese cultural experience class, strengthening the pertinence of cultural experience lesson. Attach importance to the construction of teaching staff and promote the systematization of cultural experience. It is hoped that the analysis and suggestions of this paper will be helpful to the sustainable development of the cultural experience course and provide a reference for the opening and operation of the cultural experience course in other countries. This paper is divided into five chapters, of which two, three, four chapters are the main part of this paper, in addition to the introduction and conclusion. The first chapter is the introduction, mainly introduces the research background, research contents and methods of this paper, and carries on the literature review from the domestic and overseas research to the Chinese culture experience class and the Australian primary and middle school Chinese teaching and the culture curriculum research two aspects. The second chapter studies the current situation of the development of Chinese cultural experience in South Australia, starting with the necessity and feasibility of offering the cultural experience course, and then starting with the teaching object and the teaching goal. This paper introduces the teaching general situation of cultural experience course in primary and secondary schools in South Australia from teaching contents and teachers, analyzes the characteristics of cultural experience course on this basis, and points out the problems existing in the cultural experience course in South Australia at present. In the third chapter, some primary and middle school teachers and students who have carried out Chinese cultural experience are interviewed, and their satisfaction with the teaching of cultural experience is investigated, as well as their favorite cultural symbols and learning methods. Finally, the author makes a survey and reflection on the specific situation of South Australia. The fourth chapter combines the problems obtained in the second chapter and the research results of the third chapter, and puts forward the relevant suggestions for the cultural experience course of primary and secondary schools in South Australia, asking teachers, local education bureau, and the State Han Affairs Office to cooperate in order to solve the current problems. In order to optimize and improve the Chinese cultural experience class, to obtain better teaching results. The fifth chapter reviews the whole research process, summarizes this paper, puts forward the research innovation and limitations of this paper, and provides some suggestions for further research.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2278491
[Abstract]:Since 1970's, Chinese teaching in Australia has gone through nearly 50 years of development. The rapid development of Chinese in Australia is closely related to the active bilateral political and economic exchanges between China and Australia, the rapid development of China and the language needs of Australia's multiculturalism. The research on Chinese teaching in Australia can better tap the local Chinese teaching needs and promote the popularization of Chinese. As a part of Chinese teaching, cultural experience course has not been paid enough attention to in Australia in recent years. The research on the current situation of Australian Chinese cultural experience course can improve the quality of this kind of class and meet the needs of local perception of Chinese culture. Based on the experience of Chinese volunteer teachers in South Australia, the author summarizes and analyzes the cultural experience in primary and secondary schools in South Australia, including teaching objects, teaching objectives, teachers' strength, teaching contents and characteristics, etc. This paper points out the shortcomings of cultural experience courses in primary and secondary schools in South Australia at present: the pertinence is not strong, the educational attributes are not obvious, and the teaching arrangements and contents are not systematic. Lack of curriculum standards and evaluation system as well as lack of teachers and mobility of five aspects. On this basis, the author puts forward four suggestions for the optimization and promotion of cultural experience course in primary and secondary schools in South Australia through questionnaire investigation and field investigation, including: highlighting the teaching attributes of Chinese cultural experience class, strengthening the pertinence of cultural experience lesson. Attach importance to the construction of teaching staff and promote the systematization of cultural experience. It is hoped that the analysis and suggestions of this paper will be helpful to the sustainable development of the cultural experience course and provide a reference for the opening and operation of the cultural experience course in other countries. This paper is divided into five chapters, of which two, three, four chapters are the main part of this paper, in addition to the introduction and conclusion. The first chapter is the introduction, mainly introduces the research background, research contents and methods of this paper, and carries on the literature review from the domestic and overseas research to the Chinese culture experience class and the Australian primary and middle school Chinese teaching and the culture curriculum research two aspects. The second chapter studies the current situation of the development of Chinese cultural experience in South Australia, starting with the necessity and feasibility of offering the cultural experience course, and then starting with the teaching object and the teaching goal. This paper introduces the teaching general situation of cultural experience course in primary and secondary schools in South Australia from teaching contents and teachers, analyzes the characteristics of cultural experience course on this basis, and points out the problems existing in the cultural experience course in South Australia at present. In the third chapter, some primary and middle school teachers and students who have carried out Chinese cultural experience are interviewed, and their satisfaction with the teaching of cultural experience is investigated, as well as their favorite cultural symbols and learning methods. Finally, the author makes a survey and reflection on the specific situation of South Australia. The fourth chapter combines the problems obtained in the second chapter and the research results of the third chapter, and puts forward the relevant suggestions for the cultural experience course of primary and secondary schools in South Australia, asking teachers, local education bureau, and the State Han Affairs Office to cooperate in order to solve the current problems. In order to optimize and improve the Chinese cultural experience class, to obtain better teaching results. The fifth chapter reviews the whole research process, summarizes this paper, puts forward the research innovation and limitations of this paper, and provides some suggestions for further research.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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