喀麦隆孔子学院办学模式研究

发布时间：2018-05-28 13:12

本文选题：喀麦隆孔子学院 + 办学模式　；参考：《浙江师范大学》2012年硕士论文

【摘要】：自2004年底第一家孔子学院在韩国成立以来,不到八年的时间海外孔子学院发展迅速,截至2011年8月,全世界范围内己建立起353所孔子学院和473个孔子课堂,分布在104个国家(地区)。本文主要针对非洲地区喀麦隆孔子学院的办学模式进行研究,在目前非洲大陆开办的孔子学院中,喀麦隆雅温得第二大学孔子学院自2007年末成立以来,在其“一院多点”的特色办学模式指导下快速发展。此发展模式对于增加孔子学院在喀麦隆的汉语教学点和汉语学习人数乃至扩大孔子学院在喀麦隆的影响都起到了积极作用。喀麦隆孔子学院也在2009、2010、2011年连续三年被国家汉办评为年度优秀孔子学院。喀麦隆孔子学院“一院多点”特色办学模式研究不仅从理论上丰富了对非洲孔子学院的相关微观研究,打开了新的视角,而且对喀麦隆孔子学院自身乃至非洲地区其他孔子学院的未来发展、课程设置、教材开发、教师培训与派遣提供一定的参考。本论文首先介绍了研究的背景与意义、研究途径、研究方法、文献综述与概念界定。在论文的第二部分,介绍了喀麦隆孔子学院“一院多点”办学模式的形成背景,主要介绍包括中喀自1971年建交四十年以来在政治、经济、文化方面的交流与合作,以及中喀各领域深入合作带动下的汉语学习需求的增长；喀麦隆教育体制,包括其高等教育部,公立大学,其他公共高等院校,私立高等教育机构与远程教育；喀麦隆孔子学院发展的历史演变,描述介绍了从1996年成立喀麦隆汉语培训中心发展到2007年成立喀麦隆雅温得第二大学孔子学院,再到学院全面拓展与发展的不同阶段与历史。论文第三部分,介绍了喀麦隆孔子学院“一院多点”办学模式的运作,主要从学院的管理与运行机制,师资保障以及各个教学点的教学开展方面进行论述。其中,首都雅温得六个汉语教学点,港口城市杜阿拉两个汉语教学点,极北省会马鲁瓦一个汉语教学点。论文第四部分,针对喀麦隆孔子学院“一院多点”特色办学模式进行了分析。主要从教学点分布的广泛性,教学对象培养的全面性,课程设施与教学开展的新颖性,课外活动的丰富性,教学宣传的时效性和教学考核的灵活性等方面进行分析。论文的最后一部分,指出喀麦隆孔子学院“一院多点”办学模式实践过程中存在的问题并提出解决建议。主要包括师资问题,教材问题,教学点沟通与规划,非洲地区孔子学院间交流问题以及网络与硬件条件落后等方面。
[Abstract]:Since the establishment of the first Confucius Institute in Korea at the end of 2004, overseas Confucius Institutes have developed rapidly in less than eight years. As of August 2011, 353 Confucius Institutes and 473 Confucius classrooms have been established worldwide. Distributed in 104 countries. This paper focuses on the study of the mode of running Confucius Institutes in Cameroon in Africa. Among the Confucius Institutes established on the African continent at present, the Confucius Institute of the second University of Yaound 茅, Cameroon, has been established since the end of 2007. Under the guidance of its characteristic school-running mode of "one hospital and many points", it develops rapidly. This mode of development has played a positive role in increasing the number of Confucius Institutes teaching Chinese in Cameroon and the number of people studying Chinese, as well as expanding the influence of Confucius Institutes in Cameroon. The Confucius Institute of Cameroon was named the Confucius Institute of the year in 2009 / 2010 and in 2011 for three consecutive years. The study on the "one institute multi-point" characteristic mode of running a school in Cameroon not only enriches the relevant micro research on the African Confucius Institute theoretically, but also opens up a new perspective. It also provides some references for the future development, curriculum design, textbook development, teacher training and dispatch of Confucius Institutes in Cameroon and even other Confucius Institutes in Africa. This paper first introduces the background and significance of the research, research approaches, research methods, literature review and concept definition. In the second part of the paper, the author introduces the background of the "one institute multi-point" mode of running Confucius Institute in Cameroon, including the political, economic and cultural exchanges and cooperation between China and Cameroon since the establishment of diplomatic relations in 1971. Cameroon's educational system, including its Ministry of higher Education, public universities, other public institutions of higher learning, private institutions of higher education and distance education; This paper describes the historical evolution of the development of the Confucius Institute in Cameroon. It describes the different stages and history of the development from the establishment of the Cameroonian Chinese training Center in 1996 to the establishment of the Confucius Institute of the second University of Yaound 茅 in Cameroon in 2007, and then to the comprehensive development and development of the Institute. In the third part of the paper, the author introduces the operation of "one institute and more points" mode of running Confucius Institute in Cameroon, mainly from the aspects of the management and operation mechanism of the institute, the guarantee of teachers and the teaching development of each teaching place. Among them, the capital Yaound 茅 has six Chinese teaching points, the port city Douala two Chinese teaching points, and the far north provincial capital Maloua a Chinese language teaching point. In the fourth part of the paper, the author analyzes the characteristic running mode of Confucius Institute in Cameroon. This paper mainly analyzes the distribution of teaching points, the comprehensiveness of the cultivation of teaching objects, the novelty of curriculum facilities and teaching, the richness of extracurricular activities, the timeliness of teaching propaganda and the flexibility of teaching examination. In the last part of the paper, the author points out the problems existing in the practice of the "one institute multi-point" mode of running the Confucius Institute in Cameroon and puts forward some suggestions to solve it. It mainly includes the problems of teachers, teaching materials, communication and planning of teaching points, communication among Confucius institutes in Africa and the backward conditions of network and hardware.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G543.8

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