According to Zhongxin. In recent years, overseas Chinese education has flourished. In order to meet the growing learning needs of overseas Chinese, the Overseas Chinese Affairs Office in the State Council, China has commissioned domestic publishing houses to compile a series of excellent Chinese textbooks, such as Chinese, which have largely solved the urgent needs of Chinese schools in many countries and regions. However, influenced by national policies, living habits, language environment, cultural background and class hours, overseas Chinese education has various modes of running schools, and the demand for Chinese teaching materials is also very different. How to choose Chinese textbooks suitable for different learners has become an important issue in the development of overseas Chinese education.
The textbooks of overseas Chinese schools are more "universal" than "localized".
After years of hard work, the Overseas Chinese Affairs Office has basically completed the compilation and publication of major textbooks for overseas Chinese education, which has largely met the "food and clothing needs" of overseas Chinese schools. Zhao Yang, deputy director of the Overseas Chinese Affairs Office of the State Council, admitted frankly at the second China Education Conference that the defects of these textbooks at present are strong universality and little localization, and the teaching AIDS such as teaching wall charts, literacy cards, audio-visual materials, examination questions and teaching guidance are not matched. In addition, China's history, geography, culture, calligraphy, painting, martial arts, dance, handicrafts, folk music and other teaching materials need to be further developed.
In Southeast Asia, where Chinese education is relatively mature, it is very popular for Chinese schools to compile "localized" Chinese textbooks according to actual conditions and local conditions. According to Li Jishou, Chairman of the Thai Chinese Teachers' Union, it is found through investigation that although most of the textbooks used by Chinese schools in Thailand are Chinese textbooks recommended by the Overseas Chinese Affairs Office, Chinese schools still hope to have localized textbooks that are more suitable for their teaching practice.
Zhang Weide, principal of Chinese School in Sydney, Australia, was deeply touched by this. He pointed out that the current textbooks are indeed very universal, but they are not necessarily suitable for every country and region, nor for students of all ages. Li, the principal of Italian Jinlong School, also said that because the existing teaching materials are different from the life background and mainstream culture of Italian Chinese students, many students' interest in Chinese will gradually decrease after studying for a period of time.
Self-made teaching materials fill the gap: the construction of Chinese teaching materials system in Chinese schools
In order to make up for the shortage of localization of existing textbooks, some overseas Chinese schools have compiled auxiliary textbooks and textbooks while using general textbooks to meet the actual needs of teaching and adapt to the rapid development of Chinese education.
Rong Meng, the principal of Jiahua School in Montreal, Canada, admitted in an interview that she always thought that overseas Chinese education had its own characteristics, and relying solely on unchanging teaching methods and textbooks would definitely hit a nail. According to her, Chinese-Canadian teenagers often show "continuous enthusiasm" when learning Chinese. At first, the school only organized teachers to select and compile famous books as auxiliary teaching materials. However, with the continuous improvement of students' Chinese level, their demand for teaching materials is also increasing. Rong Meng said that since then, the school has launched a series of courses such as China literature, China history and even China folklore, but it still can't meet the growing learning needs of students. In this regard, Rong Meng said frankly that what the school is most eager for at present is a set of systematic Chinese textbooks from language to culture.
In view of the construction of overseas Chinese textbook system, many front-line Chinese educators said that the compilation of Chinese textbooks should be closely combined with the local education level, teaching environment and students' situation, and try to be "localized" to the greatest extent. They suggested that the Overseas Chinese Affairs Office send experts to cooperate with overseas first-line Chinese teachers to compile Chinese textbooks suitable for local conditions, so as to improve the pertinence and practicality of the textbooks. Wu, vice president of Samoa Chinese School in the Philippines, and Cai, president of Philippine College of Chinese and Western Studies, pointed out that only by using teaching materials in combination with local conditions can students' learning enthusiasm be fully mobilized, because familiar ethnic stories and names and places can attract students more and make them feel more cordial and easier to accept.
The systematization of Chinese teaching materials is also an important aspect that Chinese educators pay attention to. China students not only need to master language knowledge, but also need to have a deep understanding of China culture. Therefore, it is particularly necessary to continuously enrich cultural teaching materials and supplementary teaching materials and strengthen the systematization of Chinese teaching materials in order to improve students' interest in learning and improve teaching effect.
The project of "localization" teaching materials for overseas Chinese affairs office to solve difficulties has been launched one after another.
In order to solve the problem of insufficient localization of overseas Chinese textbooks, the State Council Overseas Chinese Affairs Office, on the basis of full investigation, according to the individual needs of different countries and regions, and in accordance with the principle of giving priority to and promoting in an orderly manner, vigorously implements the work of "localization", diversification of teaching materials, compilation and research of supplementary reading materials, etc.
According to Zhao Yang, on 20 10 and 20 1 1 twice, the Overseas Chinese Affairs Office organized relevant units to revise the teaching materials, and at the same time completed the compilation and publication of a series of teaching materials for Chinese youth summer camps and training materials for Chinese teachers. At this point, the construction of the main teaching material system for overseas Chinese education has been completed, from kindergarten to junior high school, from summer camp to teacher training, and from language to culture.
On this basis, the compilation of "localization" textbooks has also started one after another. At present, the textbook "Thousand Island Dolls Learn Chinese" suitable for Indonesian Chinese kindergartens has been published, and the development of supporting e-books has also been completed. The compilation of textbooks for pre-school Chinese teachers in Southeast Asia, Chinese textbooks for weekend schools in Italy and Spain, and Chinese textbooks for full-time Chinese schools in Myanmar and northern Thailand have all started. It is reported that overseas Chinese teachers will be invited to participate in the subsequent compilation work.