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民国时期印尼华文小学课程设置的本地化研究

  • Yu Jinen EMAIL logo
Published/Copyright: November 15, 2022
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摘要

印度尼西亚的华文教育在 1920 年代到 1930 年代曾经对小学阶段的课程采取了一系列的本地化措施,但是因为面向祖国的办学方针始终根深蒂固,所以导致横向上配合不够,纵向上连接失调,学生不能学以致用,没有为华人学子奠定坚实的谋生基础。华文小学理想的本地化课程配置应该坚持三个面向:面向祖国,面向居留地,面向学子谋生。在课程设置本地化的具体过程中,应该始终固守以汉语汉字为标志的中华文化传承。为了最大限度地实现顺畅交际,除了学习汉语标准语,还要学习当地比较流行的汉语方言、本地土语及官方语言;配合相关的语言学习,实用的谋生技能的学习也要协调推进,同时,体现本地风土文化的内容不可或缺。

Abstract

Chinese education in Indonesia adopted a series of localization measures for primary school curriculum from 1920s to 1930s, but because the policy of running a school oriented to the motherland has always been deep-rooted, it leads to insufficient horizontal cooperation and vertical connection imbalance, students are unable to apply what they have learned, and do not lay a solid foundation for Chinese students to make a living. The ideal localization curriculum configuration of Chinese primary schools should adhere to three aspects: facing the motherland, facing the place of residence, and facing students to make a living. In the specific process of curriculum localization, people should always adhere to the inheritance of Chinese culture marked by Chinese and Chinese characters. In order to achieve smooth communication to the maximum extent, in addition to learning the standard Chinese language, we should also learn the more popular local Chinese dialects, local vernacular and official languages; with the relevant language learning, the learning of practical livelihood skills should also be coordinated and promoted, at the same time, the content of reflecting the local culture is indispensable.


Corresponding author: 于锦恩 (Yu Jinen), 南京信息工程大学 (Nanjing University of Information Science and Technology), 南京市雨润大街 63 号和府奥园 5-803 (5-803 Hefu’aoyuan, Yurun Street 63, 210044), 邮编 210044, Nanjing, Jiangsu, China, E-mail:

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Published Online: 2022-11-15
Published in Print: 2022-09-27

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