缅甸百年中文教学资源发展历史与现状研究  

A Historical Study of Chinese Teaching Resources in Myanmar

作　　者：张婧 ZHANG Jing(School of International Education,Minzu University of China,Beijing 100081,China;School of Literature,Yuxi Normal University,Yuxi 653100,China)

机构地区：[1]中央民族大学国际教育学院,北京100081 [2]玉溪师范学院文学院,云南玉溪653100

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2021年第4期36-44,共9页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

基　　金：国家社科重大招标项目“汉语国际传播动态数据库建设及发展监测研究”(17ZDA306);教育部中外语言交流合作中心国际中文教育2020年度课题重大委托项目“国际中文教育教学资源白皮书”(20YH12E);北京市高精尖学科北京语言大学中国语言文学建设项目“汉语国际教育发展系列年度报告”(2019,2020)项目;国家社会科学基金青年项目“东南亚国家华文教育动态数据库建设”(18CYY027)。

摘　　要：在缅甸一百多年的正规化学校中文教育历程中,中文教学资源发展大致经历了“自然发展——曲折发展——协同共建”3个主要阶段。研究发现其历史因素影响的“个性化”特征较为明显;纸质化、平面化中文教学资源为主体形态;本土化、系统性中文教学资源稀缺;经济因素、实用价值为主要选择导向。针对缅甸中文教学资源发展现状及不足,文章提出加强其中文教育顶层设计,加快中文教学资源的“本土化”建设,建立、健全符合缅甸实际的立体化、国际化中文教学资源体系等建议。In the course of more than one hundred years of Chinese education in officially acknowledged schools in Myanmar,the development of Chinese teaching resources has roughly experienced three main stages:“natural development,tortuous development and collaborative construction”.It is found that the characteristics of“individuation”influenced by historical factors are more obvious.Printed Chinese teaching resources with the feature of planarity are the main form,while localized and systematic Chinese teaching resources are scarce.Economic factors and practical value are dominant in selection.In view of the current situation and weaknesses of Chinese teaching resources in Myanmar,this paper puts forward such suggestions as strengthening the top-level design of Chinese education,speeding up the“localization”of Chinese teaching resources,and establishing and perfecting a three-dimensional and international system for Chinese teaching resources in line with the reality of Myanmar.

关 键 词：缅甸中文教学 中文教育 教学资源 教材 

分 类 号：H195[语言文字—汉语]