泰国东北部华文民校的汉语教学近况与反思一以四色菊甘平侨南学校为例Northeast Thailand status and reflection of Chinese teaching Chinese private schools to Sisaket Ganping overseas school as an example to the South 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，泰语论文题目，内容请直接查看目录。） 泰国的汉文教导汗青悠长，已过百年，固然90年月今后有很多泰国公立黉舍、国际黉舍和高级黉舍和职业技巧黉舍都争相开设了汉语课程，但汉文教导的重要阵营照旧集中于各所汉文平易近校，它们由社会各界华裔以复兴汉文教导为主旨开办的平易近办黉舍，一向是汉文教导的中坚力气。20世纪伊始，全暹罗(泰国旧称)便已存在华校99间，另外还有材料缺少而未列入者。泰国按行政区域划分为中部、南部、北部、西南部、东部五个区域，每个区域都开设了若干所汉文平易近校，每个区域的汉文平易近校都有其区域性的教授教养特点。西南部的汉文平易近校年夜多建校于40年月，至今亦是年月长远。笔者作为汉语教员自愿者，于2017年5月10日离开泰国西南部四色菊府甘平埠独一一所汉文平易近校一侨南黉舍任教练习，控制了该校较为详实的材料，在亲自理论中发明了若干值得研究商量的成绩。侨南黉舍办校汗青悠长，具有着数目宏大的先生群体和较为壮大的中文师资部队，它从最后的纯汉语教授教养到如今的“三语”教授教养，从寥寥几十逻辑学生成长至昔日的1700百多逻辑学生，从一位汉语教员成长到到现在的12名有着中文专业配景的汉语教员部队，这进程不只表现了侨南黉舍曲折的办学过程，也出现出汉语教导在汉文平易近校的一波三折的成长史，而侨南黉舍自己所具有的西南部汉文平易近校的典范性，更能深入反应出汉语教导在泰国汉文平易近校中的各种成长与其所面对的一系列困难。是以，笔者以为，以侨南黉舍为典范，将西南部的汉文平易近校作为一个全体研究对象具有可行性，有益于未来与其他区域的汉文平易近校停止比较剖析，做进一步的研究，相互自创，扬长避短，泰语论文，从而增进泰国汉语教授教养的全体成长。 Abstract: Thailand Chinese teaching has a long history, has more than one hundred years, although in the 1990s in many Thai public school houses, international schools and senior schools and vocational and technical schools are rushing to open the Chinese course, but Chinese teaching an important camp still concentrated in each Chinese plain near the school, they by the Chinese from all walks of life to revive Chinese teaching for the purpose of offering plain nearly run schools, is always the backbone strength of Chinese teaching. Since the beginning of twentieth Century, the whole Siam (Thailand old said) has been the existence of 99 Chinese school, in addition to the lack of materials and not included in the. Thailand according to the administrative division into five regions of central, South, north, southwest, Eastern, each region opened several Chinese plain near the school, each region of the Chinese plain near the school have regional teaching characteristics. The southwest Chinese people mostly school founded in 40 years, it is also a long-term time. The author as a teacher of Chinese volunteers, on May 10, 2017 to leave Thailand in southwestern srisaket gamping Bu only Chinese plain near the school a overseas south school happen the teaching practice, the control of the school detail materials. In person theory invented several worth consulting research achievement. The overseas Chinese southern school school history is long, with a large number of groups and is growing Chinese Mr. teachers troops, it finally from pure Chinese teaching to today's "three language" teaching, students to grow from a handful of dozens of former 1700 hundred students, from a Chinese teacher to grow up to now the 12 is a teacher of Chinese troops Chinese professional background, this process not only reflects the Chinese southern school school also showed a tortuous process of the Chinese teaching in the Chinese national school history model of striking one snag after another, and overseas Chinese School south of its southwestern Chinese plain near the school, more to further reflect a series of difficulties of various Chinese growth in Thailand's Chinese teaching school in their face. Is, I think, to Qiao Nan Hong homes as an example, the southwest Chinese plain near the school as a whole research object is feasible, beneficial to future and other regional Chinese plain near the school to stop comparing analysis, do further research, are created, foster strengths and circumvent weaknesses, thus enhancing all growth in Chinese teaching in Thailand. 目录: 中文摘要 4-5 Abstract 5-6 一、引言 9-13 1.1 课题背景与探讨价值 9-10 1.2 探讨目的 10 1.3 探讨成果综述 10-11 1.4 探讨措施 11-13 二、泰国东北部华文民校汉语教学发展概况 13-15 2.1 泰国东北部华校汉语教学发展历程 13-14 2.2 泰国四色菊府以及乌吞蓬披赛县汉语教学概况 14 2.3 小结 14-15 三、侨南学校汉语教学历史及近况 15-20 3.1 侨南学校汉语教学发展历程 15 3.2 教学规模 15-16 3.3 生源以及师资力量 16-17 3.4 汉语课程设置 17 3.5 教材使用情况 17-18 3.6 中国文化活动与交流情况 18-19 3.7 中文竞赛的参加和举办情况 19 3.8 小结 19-20 四、侨南学校汉语教学状况调查及改善策略 20-28 4.1 调查结果的统计与略论 20-25 4.1.1 侨南学校汉语教师教学情况调查问卷的统计与略论 20-22 4.1.2 侨南学校学生汉语学习情况调查问卷的统计与略论 22-25 4.2 针对侨南学校汉语教学近况的反思与对策 25-27 4.2.1 教材 25 4.2.2 师资力量 25-26 4.2.3 教学管理 26 4.2.4 学生培养 26-27 4.3 小结 27-28 五、结语 28-31 注释 31 参考文献 31-33 附录1：侨南学校汉语教师教学情况调查问卷 33-35 附录2：侨南学校学生汉语学习情况调查问卷 35-37 致谢 37-38 |
