缅甸东方孔子课堂汉字书法教学现状研究

发布时间：2018-11-16 12:25

【摘要】：缅甸华文教育经历了四个时期,有过鼎盛,也有过衰落,特别是在国有化的冬眠时期,以仰光为中心的缅南地区经历了三十年的华文教育的断层,加上之后的同化政策的实施导致了以前的华侨教育向现在的华文教育的转变,主要表现在教学对象具有了多语的语言文化背景,因此致使缅甸的华文教育由传统的母语教学到第二语言教学转变。这就使得缅甸的华文教学中具有同样地位的语言学习和文化教学必须要考虑第二语言学习者的特点,结合华文教育的目的来定位华文教学课程的性质。笔者所在的缅甸仰光东方孔子课堂是具有第二语言教学性质的华校,属于基础教育阶段学历教育,学校注重汉语的教授和学习,也注重文化的学习和传播,特别是对小学生而言,其中书法是小学生的必修的课程,其一,是因为本校没有独立的汉字教学课程,其二,是因为文化学习是华文教育的一个传统的目标,而书法也是文化的一部分,更有助于素质教育。本文在华文教育新变化的基础上,对缅甸语言与商业中心孔子课堂小学阶段开设的文化课——书法课程进行研究和分析,全文分为五个部分:绪论、书法教学的现状及存在问题、课堂教学案例及分析、书法教学的策略、结语。但由于缅甸的华文教育并没有纳入国民教育体系,得不到政府政策的支持,普遍呈现了师资力量薄弱、教学设施落后、教材缺乏的现象,再加上新时期华文教育的变化,东方孔子课堂书法教学面临了一些问题。而本文通过研究当代华文教育的内涵,给予东方孔子课堂的书法教学以定位——具有第二语言教学特点的书法教学,并在此基础上对缅甸东方孔子课堂书法教学现状进行研究和分析,总结缅甸东方孔子课堂书法教学在新时期下所面临的问题,对缅甸东方孔子课堂书法教学的出路给一些建设性的意见,希望在未来给在缅甸的书法教学提供一些支持和帮助。
[Abstract]:Myanmar's Chinese language education has experienced four periods, including its peak and decline. Especially during the hibernation of nationalization, the Yangon centered area of southern Myanmar has experienced a fault of Chinese education for 30 years. In addition, the implementation of the assimilation policy has led to the transformation of the former overseas Chinese education to the present Chinese language education, which is mainly manifested in the fact that the teaching objects have a multi-lingual language and cultural background. As a result, Myanmar's Chinese education has changed from traditional mother-tongue teaching to second language teaching. Therefore, it is necessary to consider the characteristics of the second language learners and to define the nature of the Chinese language teaching curriculum in Myanmar, which has the same status in language learning and culture teaching. The oriental Confucius classroom in Yangon, Myanmar, is a Chinese school with the nature of second language teaching. It belongs to the education of academic qualifications in the basic education stage. The school pays attention to the teaching and learning of Chinese, and also to the study and dissemination of culture. Especially for primary school students, calligraphy is a compulsory course for primary school students. One is because there is no independent Chinese character teaching course in our school, and the other is because cultural learning is a traditional goal of Chinese language education. Calligraphy is also a part of culture, more conducive to quality education. On the basis of the new changes in Chinese language education, this paper studies and analyzes the calligraphy course, a cultural course offered in Confucius Primary School in Myanmar's language and Business Center, which is divided into five parts: introduction. The present situation and existing problems of calligraphy teaching, classroom teaching cases and analysis, calligraphy teaching strategies, conclusion. However, due to the fact that Myanmar's Chinese language education has not been incorporated into the national education system and has not been supported by government policies, the phenomenon of weak teachers, backward teaching facilities, and a shortage of teaching materials, as well as the changes in Chinese language education in the new era, are common. There are some problems in the teaching of calligraphy in the classroom of Confucius in the Orient. By studying the connotation of contemporary Chinese language education, this paper aims to give the calligraphy teaching in the classroom of Confucius in the Orient the orientation of calligraphy teaching, which has the characteristics of second language teaching. On the basis of this, this paper studies and analyzes the present situation of the calligraphy teaching in the classroom of Confucius in the East of Myanmar, and summarizes the problems faced by the calligraphy teaching in the classroom of Confucius in the East of Myanmar in the new period. This paper gives some constructive suggestions on the way out of the classroom calligraphy teaching of Confucius in the East of Myanmar and hopes to provide some support and help to the calligraphy teaching in Myanmar in the future.
【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】：G623.2

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