马来西亚华文教学研究

发布时间：2019-06-11 10:20

【摘要】：马来西亚的华文教育已发展了近两百年,本文通过对马来西亚华文教学的研究以及对如何优化马来西亚华文教育体系进行思考,并提出相关建议,这将在一定程度上有利于汉语在马来西亚更广泛的传播和发展。本研究使用文献法、综合分析法和对专家、学者访谈等方法对马来西亚华文教育进行了系统的梳理和阐释,探讨了规律和特点,为建构马来西亚华文教学的学科发展提供有益的参考和借鉴。此外,本论文也从宏观的角度对马来西亚华文教学进行探讨,这在马来西亚华文教育的相关研究中具有更加开阔的视野和全局意义的整体性,不仅在马来西亚华文的传播方式方面展开了理论探讨,而且其理论成果对其他国家和地区的汉语教学也具有一定的借鉴价值。论文首先阐述了马来西亚华文教育和马来西亚国家教育体系的关系；其次,探讨了华文教育在国家教育政策中的构成特点、发展情况,以及国家教育政策对其产生的影响；第三,对华文课程、华文课程大纲和教材的内容进行了系统梳理和深入分析,并评述其特点和存在的问题；第四,对华文师资发展情况、人员构成、培训模式进行了探讨。文章最后得出结论：虽然华文教育属于国家教育体系,但在体制的编排上则有所偏差；国民小学的华文课程和教材过于浅显以致和国中的华文课程衔接不上；国民小学的学生是由各民族所组成,各族群学生的语言起点不同,采用同一课程大纲和教材并不合适。此外,政府在培训资源的分配上也有所偏差,华文小学和改制中学长时期面临华文师资短缺的问题,而国小的华文教师则出现过剩现象。在综合研究结果的基础上,笔者将马来西亚汉语存在和发展的特点总结为“语言飞地”和“语言文化传承反向动力”现象,并认为,马来西亚的华文教育离不开中国的支持,而中国在传播汉语时也要重视各国的本土汉语教学,在实施传播政策上不能千篇一律,以免达不到预期效果。“语言飞地”现象显示,马来西亚是继中国大陆、香港、台湾和澳门之后,汉语教学学制最完备,整体教学发展水平最好的国家；“语言文化传承反向动力”现象表民,华人保卫华文教育的决心,华人基于维护自己语言文化的愿望,与政府展开长时期的拉锯战,抗拒同化政策并要求实行多元化教育政策。在这种努力下,华文教育在环境的逆势阻力’下顽强地发展起来,并在相当长的时期内形成了语言文化的持续接力与传承。
[Abstract]:Chinese education in Malaysia has been developed for nearly 200 years. Through the study of Chinese language teaching in Malaysia and how to optimize the Malaysian Chinese education system, this paper puts forward some relevant suggestions. To a certain extent, this will be conducive to the wider dissemination and development of Chinese in Malaysia. This study systematically combs and explains the Chinese language education in Malaysia by using the methods of literature, comprehensive analysis and interviews with experts and scholars, and probes into the laws and characteristics. It provides a useful reference and reference for the construction of the subject development of Chinese teaching in Malaysia. In addition, this paper also discusses the teaching of Chinese in Malaysia from a macro point of view, which has a broader vision and the integrity of the overall significance in the relevant research of Chinese education in Malaysia. This paper not only makes a theoretical discussion on the mode of Chinese communication in Malaysia, but also has certain reference value for Chinese teaching in other countries and regions. Firstly, the paper expounds the relationship between Chinese education in Malaysia and the national education system in Malaysia. Secondly, it discusses the characteristics and development of Chinese education in the national education policy, as well as the influence of the national education policy on it. Thirdly, the contents of Chinese curriculum, Chinese curriculum outline and teaching materials are systematically combed and deeply analyzed, and their characteristics and existing problems are reviewed. Fourth, the development of Chinese teachers, personnel composition and training mode are discussed. At the end of the paper, it is concluded that although Chinese education belongs to the national education system, there is a deviation in the arrangement of the system, and the Chinese curriculum and teaching materials in the national primary school are too simple to connect with the Chinese curriculum in the middle school of China. The students of national primary school are composed of different ethnic groups. The language starting point of students of each ethnic group is different, so it is not appropriate to adopt the same curriculum outline and teaching material. In addition, the government has also deviated in the allocation of training resources. Chinese primary schools and reformed secondary schools are faced with the problem of shortage of Chinese teachers for a long time, while there is a surplus of Chinese teachers in primary schools. On the basis of the comprehensive research results, the author sums up the characteristics of the existence and development of Malaysian Chinese as "language enclave" and "reverse motive force of language and cultural inheritance", and holds that Chinese education in Malaysia can not be separated from the support of China. When spreading Chinese, China should also attach importance to the local Chinese teaching in various countries, and can not carry out the same communication policy, so as not to achieve the desired results. The phenomenon of "language enclave" shows that Malaysia is the country with the most complete Chinese teaching system and the best overall teaching development level after mainland China, Hong Kong, Taiwan and Macao. The phenomenon of "reverse motive force of language and culture inheritance" represents the people, the determination of Chinese to defend Chinese education, and the desire of Chinese to maintain their own language and culture, waging a long tug of war with the government, resisting the policy of assimilation and demanding the policy of pluralistic education. Under this kind of effort, Chinese language education has developed tenaciously under the resistance of the environment, and has formed the continuous relay and inheritance of language and culture for a long time.
【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H195

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