摘要
长期以来,在新州华裔子弟的中文教育中,社区中文学校一直扮演着非常重要的角色,中文不仅是一个实用的工具,也是传承文化的语言。然而,因为受限于经费、教学资源等客观条件,再加上家长的支持力度不够,大部分新州社区中文学校经营得非常辛苦。因此,“中文作为传承语”的教学一直都沿袭着传统的思路与教学方法,无法与主流学校的语言教学接轨,这影响了教学质量,造成学生和老师的高流动性。新州教育标准局于2009年制定“中文作为传承语”高考课程教学大纲,并于2011年开始实施;2017年新州教育标准局又更新了《K-10中文教学大纲》,这不仅给华裔子弟带来在中学阶段继续学习中文的动力,也为社区中文学校的“中文作为传承语”教学指出了一个明确的方向。
For a long time,community schools have played a very important role in Chinese language(Mandarin)education for Chinese children in NSW.Chinese language is not only a practical tool,but it also serves to pass on Chinese culture to future generations.However,due to limitations of funding or teaching resources,coupled with insufficient parental support,most NSW Chinese community schools are struggling.Therefore,the teaching of“Chinese as a Heritage Language”in NSW community schools has always followed traditional ways of thinking and teaching,and cannot be integrated with the more progressive language teaching methods of mainstream schools,which indirectly affects the quality of teaching and results in high turnover of students and teachers.The NSW Education Standards Authority produced the syllabus for the HSC“Heritage Chinese”Stage 6 course in 2009 and implemented it in 2011.In 2017,the NSW Education Standards Authority updated and implemented the new“K-10 Chinese Syllabus”.This not only gave Chinese children in NSW motivation to continue learning Chinese in the secondary level,but also gave a clear direction for the teaching of“Chinese as a Heritage Language”in Chinese community schools.
作者
吕崇伟
Leu Chorng Woei(Community Languages Teaching Progran,University of Sydney/Curriculum Coordinator,Saturday School of Community Languages,NSW,Sydney 2072,Australia)
出处
《华文教学与研究》
CSSCI
2020年第3期18-27,共10页
TCSOL Studies
关键词
澳大利亚
中文
传承语
挑战
展望
Australia
Chinese
heritage language
challenges
outlook
