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汉语国际教育在新西兰小学教育阶段发展前景乐观,但相关研究有限.小学汉语课程实施是学校管理者和汉语教师共同开展的多层次、系统化过程.研究者通过文献法、访谈法和观察法在新西兰三所小学开展个案研究,还原其汉语课程实施的实况,并讨论课程实施中的亮点与问题.研究提出,新西兰小学汉语课程由汉语教师、学校管理者、校外专业机构和中学等共同助力,他们以“学生中心,兴趣为旨,寓教于乐”为原则实施汉语课程;实施过程存在多方面资源不足,进而导致实施策略欠佳等问题.最后,研究者对小学汉语课程实施做出进一步反思,并提出建议.“,”The Chinese language curriculum(CLC)grows popular in New Zealand,but pre-vious knowledge of CLC in both New Zealand and other foreign countries shed little light on how CLC was implemented in primary schools,particularly on the matters and actors outside the class-room.This study widens the research scope on CLC implementation to include practices in and beyond classes which involve both school managers and Chinese language teachers(CLTs).Ten classroom observations,observations of case school settings,and 8 in-depth interviews with senior consultants,school principals and CLTs contributed data for this study.Based on the findings of how school leaders and CLTs planned,enacted and appraised the CLC,good experiences and tough challenges are discussed.The study verifies that CLTs,school principals and leaders,and out-of-school forces like professional organisations and middle schools were collectively active in the CLC implementation,on the principle of“student-centred,interest first and learning-by-playing”.While the insufficiency of multifaceted resources and the weaknesses of implementing strategies should be noted and solved in time.The researchers conclude the study with their farther reflections and suggestions on all the above.From all the above all,we further reviewed the enlightenment they brought.