播撒希望的種子：泰北慈濟學校的設立與華語文教學問題之探究

Sowing the Seeds of Hope: A Research into Chinese Language Teaching and the Development of Tzu Chi School in Northern Thailand

詹怡苓(Chan YiLing)

指導教授 ： 邱炫煜

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2011年)

摘要

慈濟由於「泰北三年扶困計畫」的因緣進入了泰北決定興辦教育，因此在泰國清邁省芳縣設立「佛教泰國清邁慈濟學校」，為一所依泰國學制設立的普通學校，招生對象以義胞村、當地少數民族和泰籍子弟為主。學校辦學以慈濟人文為主軸，希望在泰北的華裔子弟能融入當地、深耕泰國，在泰北相當具有特色。本研究以泰國清邁慈濟學校為主要研究對象，瞭解其歷史背景及華文教育在該校的發展，研究目的為:
一、瞭解佛教泰國清邁慈濟學校創建及經營。
二、探討佛教泰國清邁慈濟學校華文教育之發展。
三、深入瞭解當地親師生三方對於華文教育的觀點。
四、理出佛教泰國清邁慈濟學校華文教育發展之前瞻與限制。
透過兩次的田野調查，訪談學校的教職員、學生、家長，研究者理出其歷史發展的脈絡，並由訪談結果分析出泰國清邁慈濟學校華文教育的發展現況，歸納出以下結論：
一、因緣殊勝在泰北，慈濟人在泰北一步一腳印的耕耘，創辦出泰國清邁慈濟學校，透過教育延續泰北三年扶困計畫在泰北的關懷。
二、華文教育的成果，清邁慈濟學校在華文教育方面付出許多心血，各界相當看好，但是仍有教師流動性高、課程教材規劃與執行上的困難、學生學習等方面的問題尚待解決。
三、人文教育的提升，清邁慈濟學校在人文教育方面的耕耘成果豐碩，已經得到泰國教育界的認同及讚許，並派員前來學習。學校老師及學生所呈現出人文氣息，已深入在生活中落實。
四、未來發展及願景，清邁慈濟學校願景為教學及人文教育的雙典範學校，落實慈濟人文以及靜思語教學，為孩子帶來改變的力量與希望。
根據分析出的結論，研究者建議：
一、學校及教師方面，應積極改善制度並落實各項工作，規劃華文、人文教育發展藍圖，主管應發揮資源整合者角色，教師應充實教學專業及形成人文典範，深耕家長志工資源。
二、慈濟泰國分會方面，繼續以媽媽心、菩薩心來協助學校，整合志工資源。泰國慈濟教育志業發展委員會除了擘畫學校發展，也應多聆聽學校的聲音。
三、以慈濟立體琉璃同心圓的組織架構，來建立教育發展委員會、學校、分會、教職員工、學生、家長之間的聯繫協調，從四門四法四合一的實踐中建立起和諧的學校氛圍，推動學校發展為教學、人文雙典範的學校。

關鍵字

慈濟 ； 清邁慈濟學校 ； 泰北三年扶困計畫 ； 華語文教學

並列摘要

The Tzu Chi Foundation entered northern Thailand for educational purposes and established the “Buddhist Chiang Mai Tzu Chi School” based on a three-year project aimed at helping poverty. The school was operated according to the national regulations of Thailand and catered for students from the local Chinese villages, minority ethnic groups, as well as Thai children. The main goal for the school is to follow the cultural emphasis of the Tzu Chi Foundation and to help ethnic Chinese children settle into local society, which is a special feature from schools in northern Thailand. Therefore, this paper attempts to research the following points:

1. To understand the establishment and organization of the Buddhist Chiang Mai Tzu Chi school
2. To explore the development of Chinese education within the Buddhist Chiang Mai Tzu Chi school
3. To get an insight view of the attitude towards Chinese education from the local society, the teachers and the students.
4. To discover the limitations and constraints for the future development of the Buddhist Chiang Mai Tzu Chi school

From two independent field studies, the author has interviewed numerous school staff, students, parents, researchers and concluded that the current development of Chinese education within the school fits into the four following statements:

1. After years of hard work in northern Thailand, the Tzu Chi Foundation has gradually fulfilled its original promise to assist the development of local society through school education.
2. Despite the current achievements, there are still issues such as teaching materials, teacher qualifications and operational problems that still wait to be resolved.
3. For the outstanding current achievements, the Thai educational authorities have also recognized such remarkable outcome and desire to learn from the Tzu Chi experiences.
4. The school will work to transform itself into a leading organization for not only practical teaching but also cultural learning. It will also try to implement the Jing Si aphorism into the courses in hope of bringing power to the local children for a brighter future.
Base upon the above statements, the author suggests that:
1. Both the school authorities and the teachers should work closely to firstly advance the current system in order to further the development of the Chinese language and cultural programs. The program director should work as a central integrator while the teachers focus on improving relevant professional teaching skills. Furthermore, the parents should also be encouraged to participate voluntarily as part of the programs.
2. The Tzu Chi Branch in Thailand should continue to support the school for all aspects, just as a mother cares for her child.
3. The school should apply the “Concentric Circle Organizational Structure” principles of the Foundation and aim to create a harmonious learning environment by connecting the school committee, the teachers, the students, the parents, and the local Tzu Chi Branch closely.

並列關鍵字

Tzu Chi ； Chiang Mai Tzu Chi school ； Three-year plan to counter poverty in northern Thailand ； Chinese language teaching

參考文獻

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