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作为东南亚国家中除中国大陆及港澳台地区以外,拥有包括大、中、小学在内的完整华文教育体系的国家,马来西亚的华文教育历史悠久,但也同样面临着汉语师资严重短缺的困难。随着中马两国教育交流的不断深化,加强汉语师资本土化建设便成为解决这一困难的重要举措。本文以马来西亚政府教育部及玛拉集团与中国高校联合培养汉语作为第二语言的师资学历教育项目为例,对该类项目在国别化师资培养模式、课程设置、语言实践和教学技能养成训练等方面的情况,进行相关调查和数据统计分析。并在此基础上,综合考察汉语作为第二语言师资培养项目中,培养内容的针对性(content perspective)、实践性(skill-based)与培养方式的集成化(integrated)和本土化(localization)需求,进一步探讨如何更为有效地实现针对马来西亚的本土汉语师资培养目标。
As a country in Southeast Asia with the exception of mainland China, Hong Kong, Maucao and Taiwan, where there is a complete Chinese education system including primary, secondary and primary schools, Malaysia has a long history of Chinese education, but it also faces the serious shortage of Chinese teachers. With the continuous deepening of educational exchanges between China and Malaysia, strengthening the localization of Chinese teachers has become an important measure to solve this difficult problem. In this paper, the Ministry of Education of Malaysia and the Mara Group and Chinese universities jointly training Chinese as a second language teacher education project as an example, the type of project in the nationalization of teacher training mode, curriculum, language practice and teaching skills to develop Training and other aspects of the situation, the relevant investigation and data statistical analysis. On the basis of this, a comprehensive study of Chinese as a second language teacher training project, training of content (content perspective), practical (skill-based) and training methods of integration and integration (localization) Needs to further explore how to achieve the target of training native Chinese teachers in Malaysia more effectively.