According to Zhongxin. com, overseas Chinese education has flourished in recent years. 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 and Chinese, which have largely solved the Chinese language problems in many countries and regions. However, influenced by national policies, living habits, language environment, cultural background and academic 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 diverse learners has become an important issue for the development of overseas Chinese education.
The "generality" of overseas Chinese school textbooks is more than "localization"
"After years of efforts, the Overseas Chinese Affairs Office has basically completed the compilation and publication of the main textbooks for overseas Chinese education, which has largely met the" food and clothing needs "of overseas Chinese school textbooks. Zhao Yang, deputy director of the Overseas Chinese Affairs Office of the State Council, admitted frankly at the second Chinese Education Conference that the defects of these textbooks at present are that they are more versatile and less localized, and teaching AIDS such as teaching wall charts, literacy cards, audio-visual and audio-visual materials, test question banks 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 for teaching need to be further developed.
In Southeast Asia, where Chinese education is relatively mature, it is very popular in Chinese schools to compile "localized" Chinese textbooks based on reality and local conditions. According to Li Jishou, chairman of the Chinese Teachers' Union in Thailand, through investigation, it is found that although most 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 own teaching practice.
Zhang Weide, principal of Sydney Chinese School in Australia, was deeply touched by this. He pointed out that the current textbooks are indeed very versatile, but they may not be suitable for every country and region, nor for students of all ages. Li Xuemei, the principal of Italian Golden Dragon School, also said that because the existing textbooks are different from the life background and the mainstream culture of Italian Chinese students, many students' interest in Chinese will gradually decrease after a period of study.
Self-compiling textbooks to fill the vacancy
In order to make up for the shortcomings of the localization of existing textbooks, some overseas Chinese schools have also compiled auxiliary textbooks and 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 believed 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 introduction, Chinese-Canadian teenagers often show "continuous enthusiasm" when learning Chinese. At first, the school only organized teachers to select and compile famous works as auxiliary textbooks. 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 admits that what the school is most eager for at present is a set of systematic Chinese textbooks from language to culture.
With regard to the construction of overseas Chinese teaching materials system, many front-line Chinese educators said that the compilation of Chinese teaching materials should be closely combined with the local education level, teaching environment and students' situation, and try to be as "localized" as possible. They suggested that the Overseas Chinese Affairs Office send experts to cooperate with overseas first-line Chinese teachers to compile Chinese teaching materials suitable for local conditions, so as to improve the pertinence and practicality of the teaching materials. Wu Songbin, vice president of Samoan Chinese School in the Philippines, and Cai Ruida, president of Philippine College of Chinese and Western Studies, pointed out that only by using textbooks combined with local conditions can students' enthusiasm for learning be fully mobilized, because familiar ethnic stories and names and places can better attract students and make them feel more cordial and receptive.
The systematization of Chinese textbooks is also an important aspect that Chinese educators pay attention to. Chinese students need to master not only language knowledge, but also a deep understanding of Chinese 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" of overseas Chinese teaching materials has been launched one after another.
In view of the current situation of insufficient localization of overseas Chinese teaching materials, the State Council Overseas Chinese Affairs Office has made great efforts to implement "localization", diversified teaching materials, compilation and research of supplementary teaching materials on the basis of full investigation, according to the individual needs of different countries and regions, and in accordance with the principle of priority and orderly advancement.
According to Zhao Yang, in 21 and 211, the Overseas Chinese Affairs Office organized relevant units to revise the teaching materials, and at the same time, it successively completed the compilation and publication of a series of teaching materials for Chinese youth summer camps and training materials for Chinese teachers. So far, 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" teaching materials 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 establishment of training materials for preschool 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.