泰国商务汉语专业教师与教材现状、问题与对策
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摘要
中泰商贸交流历史悠久,随着中国经济飞速发展,两国经贸往来日益频繁,双方商务交流不断扩大。社会对商务汉语人才的需求开始凸显,但泰国教育部高等教育委员会尚未公布统一的汉语教学高等教育资格架构(Thai Qualifications Framework for Higher Education of Chinese,也称为TQF-1标准),商务汉语教学缺少全国性课程大纲标准,每所大学各自设置课程,随意性较大,培养出的人才良莠不齐,无法满足企业需求。有鉴于此,本文聚焦泰国高校商务汉语教育发展现状,通过实地调研,分析其存在的问题,为泰国商务汉语教育发展提出自己的建议。
China and Thailand have a long history of economic and trade exchanges. With the rapid development of China's economy, the exchanges between the two countries have become increasingly frequent, and the business scale between the two sides has continued to expand.The demand for business Chinese talents began to highlight, but the council for higher education has not announced the Thai Qualifications Framework for Higher Education of Chinese.Business Chinese teaching lacks national syllabus standards. Each university randomly has its own curriculum, which is random. The talents that come out are not good enough to meet the needs of enterprises. In view of this, this paper focuses on the status quo of business Chinese in Thai universities, analyzes its existing problems, and puts forward some suggestions for the development of business Chinese education in Thailand through field research.
China and Thailand have a long history of economic and trade exchanges. With the rapid development of China's economy, the exchanges between the two countries have become increasingly frequent, and the business scale between the two sides has continued to expand.The demand for business Chinese talents began to highlight, but the council for higher education has not announced the Thai Qualifications Framework for Higher Education of Chinese.Business Chinese teaching lacks national syllabus standards. Each university randomly has its own curriculum, which is random. The talents that come out are not good enough to meet the needs of enterprises. In view of this, this paper focuses on the status quo of business Chinese in Thai universities, analyzes its existing problems, and puts forward some suggestions for the development of business Chinese education in Thailand through field research.
引文
崔永华.试论后方法时代的汉语教学资源建设.国际汉语教学研究,2015(2).
李泉.汉语教材的“国别化”问题探讨.世界汉语教学,2015(4).
梁宇.国际汉语教学资源建设状况及其特点.见:吴应辉.汉语国际教育发展报告(2015—2016).北京:社会科学文献出版社,2019.吴应辉.国际汉语师资需求的动态发展与国别差异.教育研究,2016(11).
1本文所找到的商务汉语专业高校教师人数与教育背景的情况,以各高校官网上公开出示的资料为依据。表中共有12所大学(其中农业大学和斯巴顿大学各含两个校区),调查中发现有3所大学的官网没有公开商务汉语任课教师的教育背景信息。
2访谈博仁大学商务汉语系教师获得的资料,2016年1月16日。
3参考农业大学商务汉语课程大纲标准的招生部分内容。
4访谈正大管理学院商务汉语在职教师获得的资料,2019年2月12日。
5访谈皇太后大学商务汉语在职教师获得的资料,2019年2月12日。
6参考合艾大学商务汉语课程大纲标准的招生部分内容。
李泉.汉语教材的“国别化”问题探讨.世界汉语教学,2015(4).
梁宇.国际汉语教学资源建设状况及其特点.见:吴应辉.汉语国际教育发展报告(2015—2016).北京:社会科学文献出版社,2019.吴应辉.国际汉语师资需求的动态发展与国别差异.教育研究,2016(11).
1本文所找到的商务汉语专业高校教师人数与教育背景的情况,以各高校官网上公开出示的资料为依据。表中共有12所大学(其中农业大学和斯巴顿大学各含两个校区),调查中发现有3所大学的官网没有公开商务汉语任课教师的教育背景信息。
2访谈博仁大学商务汉语系教师获得的资料,2016年1月16日。
3参考农业大学商务汉语课程大纲标准的招生部分内容。
4访谈正大管理学院商务汉语在职教师获得的资料,2019年2月12日。
5访谈皇太后大学商务汉语在职教师获得的资料,2019年2月12日。
6参考合艾大学商务汉语课程大纲标准的招生部分内容。