讲题简介

讲题 Topic

印度尼西亚巨港市华文教育现状、问题与发展研究

Research on the Current Status, Issues, and Development of Chinese Education in Palembang City, Indonesia

This study employs a combination of qualitative and quantitative research methods to conduct a specialized investigation into the historical background, current status, and issues of Chinese education in Palembang City, Indonesia.

The research was carried out through literature review, on-site observations, and interviews. A total of 66 Chinese educational institutions were surveyed, and 83 Chinese language teachers were interviewed. The findings reveal that formal schools offering Chinese language courses include 15 kindergartens, 23 primary schools, 16 secondary high schools, 10 high schools, and 2 universities. Chinese language courses are offered as mandatory, elective, or extracurricular activities, depending on the institution. Presently, Palembang City has around 211 Chinese language teachers, and the teaching materials predominantly originate from mainland China, Taiwan, Singapore, and Malaysia, with a few schools using self-developed materials.

Chinese education in Palembang City faces three main challenges: a shortage of specialized Chinese language teachers, teacher salary issues, and non-localized teaching materials. However, there is a gradual shift towards localization and standardization of Chinese education in the city.

讲题 Topic

Teaching-Learning Chinese Language:  An Ateneo de Davao Experience

In today's global landscape, China's economic influence is propelled by the widespread prevalence of the Chinese language, highlighting the imperative for robust Chinese language education to facilitate cultural exchange and effective communication.

Guided by a distinctive vision, Ateneo de Davao University actively nurtures cultural understanding and fosters connections with Asia, exemplified by its collaborative establishment of the Confucius Institute alongside Huaqiao University. This institute stands as a cornerstone for the propagation of Chinese language and culture, incorporating the Ignatian Pedagogical Paradigm to enhance language acquisition methodologies.

The university's commitment to enhancing Chinese language instruction is evident through dynamic programs, including immersive camps, while also maintaining rigorous academic standards. Notably, the administration of the Chinese proficiency examination (HSK) exemplifies its dedication to ensuring high-quality education, extending its reach to include lifelong learning initiatives catering to adults.

Ateneo de Davao University's engagement with local government entities within the Davao region exemplifies its ambition to transcend traditional academic confines, aiming to foster societal integration through collaborative efforts. Amidst these accomplishments, ensuring the sustainable longevity of the Confucius Institute surfaces as a paramount research priority, underscoring the institution's forward-looking ethos.

讲题 Topic

The Role of Confucius Institute in the Belt and Road Initiative:
The Case of Confucius Institute at University of Al Azhar Indonesia

讲题 Topic

 孔敬大学孔子学院与 “中文 + 职业教育”

随着孔子学院在泰国的发展以及中泰两国交往的日益频繁，泰国民众对汉语学习的热情更加高涨。人们已不再满足于只会简单的汉语，而是希望将汉语作为能够熟练运用的工具，为他们接受更高层次的教育，找到满意的工作创造机会。越来越多的人知道“一带一路”倡议，也很关心“中泰铁路”的建设问题。孔敬孔院以前是汉语教学的中心和了解中国文化的窗口，现在也是向大家介绍“一带一路”倡议的重要平台，是为实现“一带一路”倡议培养本土人才的重要教育机构，孔敬孔院的“中泰高铁汉语培训项目”，就是在汉语与职业技能结合的人才培养模式上做出尝试。孔敬孔院与国内多所职业院校联合，继续扩大“中文+职业技能”培训的模式，将培养领域扩展到泰国社会最需要的铁路技术、机械、物流、旅游管理、航空服务、电子商务等专业。

讲题 Topic

面向高级汉语学习者的中国古代文学课程教学创新实践

论题拟通过面向高级汉语学习者的中国古代文学课程教学创新实践，在国际中文教育学科领域充分发掘中国古代经典文学在感知中文音韵美、培养语感、丰富书面语表达、提升语体与修辞能力、深入了解中国思想文化、全面提升中文语言文化素养等方面的重要教育价值。以“学习者中心”教学理念为指导，通过调研与访谈全面掌握高级汉语学习者对中国古代文学的学习需求、学习能力、学习习惯与学习效果，并在此基础上展开课程教学创新实践并建设在线虚拟体验平台作为课外辅学系统。对课程教学目标设定、教学主线、教学内容选择、教学设计、课堂活动、课程测试与考核方式、在线辅学资源建设、学习资源建设与课程迭代更新等问题作出具体回答，为教学改革与教材建设提供实际支撑。突破学界以往研究问题和策略都提了不少，但实际教学改革和教材及相关辅学系统的建设仍然停滞不前的瓶颈。

讲题 Topic

印尼高校职业学院的 “中文 + 职业技能” 教育实践与发展状况——以311大学中文系为例

随着中国 - 印尼协作及 “一带一路” 建设的深入推进，中印尼在经贸和人文领域的合作与交流步伐进一步加快。近十年越来越多的中资企业走进印尼，因而印尼的国际中文教育进入了新阶段，使 “中文 + 职业技能” 教育日益兴起。新时代的国际中文教育渐渐走上了整合民间、社会力量，市场化发展的新道路。目前，印尼的 “中文 + 职业技能” 教育总体还处在起步阶段，相关研究尚不充分，其建设、发展问题尤需着力加以探讨。另外，由于中印尼翻译人才紧缺，本土员工与中方管理人员间语言交流障碍、企业文化隔阂等所产生的不良影响时有发生，因此必将制约中资企业更好发展。在这背景下，印尼高校职业学院中文系推动 “一带一路”、“中文 + 职业技能” 教育的发展空间巨大。为了支持 “中文 + 职业技能” 教育在印尼的发展，建议在人才培养、课程融合、教学模式、师资建设、教材使用及评估标准等方面入手，通过资源整合，构建 “中文 + 职业技能” 共享平台，促进 “中文 + 职业技能” 教育在印尼大地生根、开花，结出丰硕的果实。本文尝试探索印尼高校职业学院中文系的 “中文 + 职业技能” 的实践情况，从三教角度来探索它的发展与问题，并提出对此行业的思考。本文采用阅读文献研究法，根据一定的研究目的，搜索相关主题的文献，整理总结各大学者和研究者关于 “中文 + 职业技能” 的文献和书籍资料并获取信息，从而全面、正确地认识索要研究的问题及方法。

关键词：一带一路；国际中文教育；中文系；中文 + 职业技能；发展

With the in-depth advancement of China-Indonesia cooperation and the construction of the “Belt and Road”, the pace of cooperation and exchanges between China and Indonesia in the fields of economy, trade and humanities has been further accelerated. In the past ten years, more and more Chinese-funded enterprises have entered Indonesia, so Indonesia's international Chinese education has entered a new stage, and the “Chinese + Vocational skills” education has become increasingly popular. International Chinese education in the new era has gradually embarked on a new path of integrating civil and social forces and market-oriented development. At present, Indonesia's “Chinese + Vocational Skills” education is still in its infancy in general, and relevant research is still insufficient, and its construction and development issues need to be explored in particular. In addition, due to the shortage of Chinese and Indonesian translation talents, the adverse effects caused by language communication barriers between local employees and Chinese managers, and corporate culture barriers occur from time to time, which will definitely restrict the better development of Chinese-funded enterprises. In this context, the Chinese Department of Vocational Colleges of Indonesian Universities has a huge space for the development of the “Belt and Road” and “Chinese + Vocational Skills” education. In order to support the development of “Chinese + Vocational skills” education in Indonesia, it is recommended to start with personnel training, curriculum integration, teaching mode, teacher construction, teaching material use and evaluation standards, and build a “Chinese + Vocational skills” sharing platform through resource integration, to promote the “Chinese + Vocational skills” education to take root, blossom, and bear fruitful fruits in the land of Indonesia. This article attempts to explore the practice of “Chinese + Vocational skills” in the Chinese Department of Vocational Colleges in Indonesian universities, explore its development and problems from the perspective of the three teachings, and put forward thoughts on this industry. This article adopts the method of reading literature research, according to a certain research purpose, searches for literature on related topics, sorts out and summarizes the literature and book materials of various scholars and researchers on “Chinese + Vocational skills” and obtains information, so as to comprehensively and correctly understand the requirements Research questions and methods.

Keywords: Belt and Road; International Chinese Education; Chinese Department; Chinese + Vocational skills; Development

讲题 Topic

Challenges and Prospects of Chinese Language Teaching and Learning in the Philippines

The Chinese language teaching and learning in the Philippines commenced in 1899 when the first Chinese school, the Tiong Se Academy, was established. In the early development of the country’s Chinese language education, it was primarily confined to Chinese schools and private educational institutions, resulting in a significant void within the public-school system. Unlike private schools, the public-school system requires a national policy or legal basis for the inclusion of any discipline to its curriculum, thus, foreign languages remained inaccessible by the public-school students until 2009, when the Philippine Department of Education issued its first policy allowing the inclusion of foreign languages to the public-school system curriculum. The Chinese Mandarin was included in the public-school system in 2011 and piloted to three (3) public schools across the country. Since then, the scope of Chinese language teaching has expanded exponentially, now encompassing 153 schools distributed across all 15 regions of the country. Further, the public-school system now has 563 local teachers who cater 14,000 junior high school students annually. Alongside with the increasingly widening scope of the Chinese language teaching in the country are the number of challenges that hinder its further development. However, addressing the evolving challenges of the CLT in the country may result to new prospects that can be explored to further strengthen and deepen the CLT in the country. This paper presents a panoramic view of the Chinese language teaching and learning in the Philippines, contributing in the enrichment of the ongoing discussion on the context of CLT in the Southeast-Asian countries. Guided by both theoretical and practical knowledge, this paper provides insights on how to proactively address issues surrounding Chinese language teaching and learning to achieve better outcomes. The paper is mainly divided into three (3) parts namely: (1) Current Status of CLT in the Philippines; (2) Challenges of CLT in the Philippines; and (3) Prospects of CLT in the Philippines.

讲题 Topic

西加里曼丹省中文教学简要

印度尼西亚总统B.J.哈比比（B.J. Habibie）于1999年发布了第4号总统令，而阿布杜尔拉赫曼·瓦希德总统（Abdurrahman Wahid）于2000年发布了第6号总统令。这两项总统令废除了1967年第14号总统令后，印尼华人再次获得了进行文化活动的权利，包括学习中文。从那时起，开设中文课程的学校也逐渐增多。在西加省，中文教学可以分为两大类，即学历中文教学和非学历中文教学，教学对象的年龄范围从幼儿到成人。随着中资企业在印尼的投资增加以及中文在国际语言中的地位提高，年轻人对学习中文的需求也越来越高。本研究将通过文献调查和采访来描述西加省中文教学的现状，包括学校数量、教材使用情况、汉语水平考试情况、展示中文水平的平台以及孔子学院在当地所扮演的角色。同时，研究还将关注目前西加省中文教学所面临的困难和挑战。研究的重点将放在坤甸市的中文教学现状上，并通过实地考察总结出西加省中文教学的特点和优点。

Brief Overview of Chinese Language Teaching in West Kalimantan Province

Indonesian President B.J. Habibie issued Presidential Decree No. 4 in 1999, and President Abdurrahman Wahid issued Presidential Decree No. 6 in 2000. These two presidential decrees abolished Presidential Decree No. 14 of 1967, reinstating the rights of the Indonesian Chinese community to engage in cultural activities, including learning Chinese. Since then, the number of schools offering Chinese language courses has gradually increased. In West Kalimantan Province, Chinese language education can be divided into two main categories: formal and informal instruction, targeting individuals of all ages from young children to adults. With the increasing investment of Chinese businesses in Indonesia and the rising global significance of the Chinese language, there is a growing demand among young people to learn Chinese. This study aims to describe the current state of Chinese language education in West Kalimantan Province through literature reviews and interviews. It will cover aspects such as the number of schools offering Chinese language courses, the use of teaching materials, the status of Chinese language proficiency exams, platforms for showcasing Chinese language proficiency, and the role of Confucius Institutes in the region. Additionally, the research will focus on the difficulties and challenges currently faced by Chinese language education in West Pontianak Province, with a particular emphasis on the situation in Pontianak City. The study aims to summarize the characteristics and advantages of Chinese language education in West Kalimantan Province through on-site investigations.

讲题 Topic

SCLC and CI Mae Fah Luang University. How are we different and successful?

The geographical setting of Mae Fah Luang University, nestled in the northern reaches of Thailand, abutting the frontiers of Laos and Myanmar, with a connective thread reaching towards southern China, further embellishes its character. This locale, particularly in the vicinity of Chiang Rai, houses an array of ethnic communities, encompassing a substantial contingent of overseas Chinese populations. As a result, the university assumes a pivotal role in championing the cause of Chinese language pedagogy, Thai-Chinese cultural dialogues, and the pursuit of Chinese studies.

In pursuance of this mission, the university, in 2003, entered into a collaboration with the Chinese Embassy in Thailand to establish the Sirindhorn Chinese Language and Culture Center (SCLC). This endeavor, underwritten by a budget exceeding 60 million baht, was wholeheartedly supported by the Chinese government. A momentous juncture transpired on the centenary commemoration of the birth of Princess Mother, and later graced by the august presence of HRH Princess Maha Chakri Sirindhorn. Her Royal Highness, with ceremonial grace, presided over the inauguration of the Chinese Language and Culture Center. This institution was conceived as a bastion for the exchange of Chinese linguistic and cultural insights within the confines of northern Thailand. Subsequently, in 2005, in collaboration with Xiamen University, the establishment of the Confucius Institute (CI) at Mae Fah Luang University came to fruition. This collaborative initiative aimed to enhance the efficacy and synergy of Chinese language and cultural knowledge exchange. It endeavored to foster the training and evolution of Chinese language educators across the northern region, extending its reach across the entire nation.

At the present, the SCLC stands as more than a mere conduit for the exchange and assimilation of Chinese language and culture. It serves as a dynamic nexus for various other initiatives pertaining to China, bolstering the Chinese influence within the precincts of northern Thailand. This encompassing role includes the development of Chinese educators in northern Thailand, the dissemination of scholarly outputs, and the facilitation of academic deliberations. This multifaceted engagement reinforces the standing of the SCLC and the CI of Mae Fah Luang University as eminent and renowned Chinese institutions within the Thai landscape. These entities stand united, working harmoniously, to propagate the exchange and acquisition of Chinese language and cultural insights.

讲题 Topic

当代中国类课程教学与资源建设

本讲座聚焦新时代国际中文教育的发展变化，探索中高级汉语学习者当代中国系列课程的教学思路与教学资源建设。以《中国概况》课程和地域文化课程为切入点，探讨故事化思维的运用与 “中文+地域文化” 教材资源建设与微课开发等问题。