马来西亚国民中学初中教科书本土化研究
发布时间：2018-11-05 20:26
【摘要】：马来西亚从独立至今已有五十九年,国民中学华文教科书一共进行了三次编写。在初次编纂教科书时,马来西亚联邦教育部倡议采用教材本土化编选原则。论文探讨了该原则在其后两种教材编写中的应用情况,并为今后国民中学教材提供经验。论文的研究范围是从二十世纪六十年代中期到二十一世纪初期近六十年间国民中学初中的华文教科书。包括：第一、据马来西亚联邦教育部1958年所颁《课程标准》编写的教科书：共有两个版本,一是由南洋出版社在1965年至1967年编写的教科书,二是马来亚文化事业有限公司在1973年至1980年之间出版的教科书；第二、据马来西亚教育部1986年所颁《中学华文课程纲要》编写的教科书,由马来亚文化事业有限公司在1987至1990年出版,中二教科书编纂者郑良树,中三编纂者Yiu Hong；第三、据马来西亚教育部课程发展中心2000年所颁《中学华文课程大纲》编写的教科书,中一课本,由蔡永祥、陈毓媚以及郑文添编纂,马来西亚新页网出版有限公司2002年出版。中二课本,由温金玉、陈钦财以及苏美桂编纂,马来亚文化事业有限公司2003年出版。中三课本,由永乐多斯、许友彬以及林臣顺编纂,红蜻蜓出版有限公司2004年出版。论文的第一章是绪论,说明论文的研究背景、文献综述、研究设计及本土化定义。论文采用马来西亚拉曼大学中文系副教授许文荣博士为本土性下的定义,包括本地的风土民情、历史地理、自然景观、语言特征、审美情趣、思维方式以及人文传统等。第二章作家研究。对三种版本华文教材选文的作者进行研究,分成为有宦作家、流寓作者或侨民作家、移民作家、本土作家以及外语作家五个类别,考论其生平,分析所选的文章之创作背景。第三章选文研究。从入选作品的时代、选文考量、选文内容以及编纂手法这四个角度进行纵横对比。第四章论马来西亚三次教科书不同的改革。论证第一版如何强调本土化,第二版如何推崇国民意识,第三版如何适应时代气息。第五章谈研究发现和建议。论文从文本所选用的词语角度、文字与排版等角度探讨马来西亚本土的文艺发展路径以及教科书承载历史的特点。研究结果显示从马来西亚教科书的三次编写方针,五十九个年头经历了三次不同的改革,这三次的转型路径是从起初的强调本土化转换到推崇国民意识最后演进为适应时代气息。论文归纳总结研究发现后对未来教科书的编写提出了五个改善建议,包括用词要规范、建议收录新一代马华作家之优秀作品、删节原文时应保留文章的主旨与美感、组织有分量兼有素质的编写队伍以及采用最新的编排设计与印刷科技以便编纂出一套有质量的教科书。
[Abstract]:It has been 59 years since Malaysia's independence, and Chinese textbooks have been compiled three times in the National High School. In compiling textbooks for the first time, the Federal Ministry of Education of Malaysia advocated the adoption of the principle of localization of textbooks. This paper discusses the application of this principle in the later two textbooks, and provides experience for the national middle school textbooks in the future. The research scope of this thesis is from the mid-1960s to the early 21 century. First, according to the textbook published by the Ministry of Education of Malaysia in 1958, there are two versions, one of which was prepared by Nanyang Publishing House from 1965 to 1967. Second, the textbook published between 1973 and 1980 by Malaya Cultural Enterprise Ltd. Second, according to the textbook published by Malaya Cultural Services Limited in 1987 and 1990, published in 1986 by the Ministry of Education of Malaysia in the outline of the Chinese language Curriculum for Secondary School, Secondary two textbook compilers Cheng Liangshu and Secondary three compilers Yiu Hong; Thirdly, according to the textbook published by the Ministry of Education Curriculum Development Center of Malaysia in 2000, the Secondary one textbook, compiled by Tsai Yung-hsiang, Chen Yu-mei and Zheng Wen, was published by Malaysia's New Page Network Publishing Co., Ltd in 2002. Secondary 2 textbook, edited by Wen Jinyu, Chen Qincai and Su Meigui, published by Malaya Cultural undertakings Co., Ltd. 2003. Form 3 textbook, compiled by Yongle Doss, Xu Youbin and Lin Shunshun, published by Red Dragonfly Publishing Co., Ltd in 2004. The first chapter is the introduction, explaining the research background, literature review, research design and localization definition. In this paper, the author uses Dr. Hui Wen-wing, Associate Professor of Chinese Department of Malaysian Raman University, as the local definition, including local customs, historical geography, natural landscape, language characteristics, aesthetic taste, mode of thinking and humanistic tradition. The second chapter is the writer's research. The authors of the three editions of Chinese textbooks are divided into five categories: official writers, foreign language writers, immigrant writers, native writers and foreign language writers. Chapter three: a study of selected articles. From the time of the selected works, the selection of articles, content and compilation of these four angles to carry out vertical and horizontal comparison. Chapter four discusses the three different reforms of textbooks in Malaysia. It demonstrates how the first edition emphasizes localization, the second edition advocates national consciousness, and the third edition adapts to the atmosphere of the times. Chapter five discusses the research findings and suggestions. This paper discusses the development path of literature and art in Malaysia and the historical characteristics of textbooks from the perspective of the choice of words, characters and typesetting in the text. The results of the study show that three different reforms have taken place in the 59 years since the three guidelines for the preparation of textbooks in Malaysia. These three transition paths are from the initial emphasis on localization to the promotion of national consciousness and finally to adapt to the atmosphere of the times. After summing up the findings of the study, the paper puts forward five suggestions for improving the compilation of future textbooks, including standardizing the use of words, suggesting that the excellent works of the new generation of Ma Hua writers should be included, and that the purport and aesthetic sense of the article should be retained when abridging the original text. Organize a high-quality writing team and use the latest choreography and printing technology to compile a set of quality textbooks.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2313352
[Abstract]:It has been 59 years since Malaysia's independence, and Chinese textbooks have been compiled three times in the National High School. In compiling textbooks for the first time, the Federal Ministry of Education of Malaysia advocated the adoption of the principle of localization of textbooks. This paper discusses the application of this principle in the later two textbooks, and provides experience for the national middle school textbooks in the future. The research scope of this thesis is from the mid-1960s to the early 21 century. First, according to the textbook published by the Ministry of Education of Malaysia in 1958, there are two versions, one of which was prepared by Nanyang Publishing House from 1965 to 1967. Second, the textbook published between 1973 and 1980 by Malaya Cultural Enterprise Ltd. Second, according to the textbook published by Malaya Cultural Services Limited in 1987 and 1990, published in 1986 by the Ministry of Education of Malaysia in the outline of the Chinese language Curriculum for Secondary School, Secondary two textbook compilers Cheng Liangshu and Secondary three compilers Yiu Hong; Thirdly, according to the textbook published by the Ministry of Education Curriculum Development Center of Malaysia in 2000, the Secondary one textbook, compiled by Tsai Yung-hsiang, Chen Yu-mei and Zheng Wen, was published by Malaysia's New Page Network Publishing Co., Ltd in 2002. Secondary 2 textbook, edited by Wen Jinyu, Chen Qincai and Su Meigui, published by Malaya Cultural undertakings Co., Ltd. 2003. Form 3 textbook, compiled by Yongle Doss, Xu Youbin and Lin Shunshun, published by Red Dragonfly Publishing Co., Ltd in 2004. The first chapter is the introduction, explaining the research background, literature review, research design and localization definition. In this paper, the author uses Dr. Hui Wen-wing, Associate Professor of Chinese Department of Malaysian Raman University, as the local definition, including local customs, historical geography, natural landscape, language characteristics, aesthetic taste, mode of thinking and humanistic tradition. The second chapter is the writer's research. The authors of the three editions of Chinese textbooks are divided into five categories: official writers, foreign language writers, immigrant writers, native writers and foreign language writers. Chapter three: a study of selected articles. From the time of the selected works, the selection of articles, content and compilation of these four angles to carry out vertical and horizontal comparison. Chapter four discusses the three different reforms of textbooks in Malaysia. It demonstrates how the first edition emphasizes localization, the second edition advocates national consciousness, and the third edition adapts to the atmosphere of the times. Chapter five discusses the research findings and suggestions. This paper discusses the development path of literature and art in Malaysia and the historical characteristics of textbooks from the perspective of the choice of words, characters and typesetting in the text. The results of the study show that three different reforms have taken place in the 59 years since the three guidelines for the preparation of textbooks in Malaysia. These three transition paths are from the initial emphasis on localization to the promotion of national consciousness and finally to adapt to the atmosphere of the times. After summing up the findings of the study, the paper puts forward five suggestions for improving the compilation of future textbooks, including standardizing the use of words, suggesting that the excellent works of the new generation of Ma Hua writers should be included, and that the purport and aesthetic sense of the article should be retained when abridging the original text. Organize a high-quality writing team and use the latest choreography and printing technology to compile a set of quality textbooks.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2313352
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