- 期刊
读经教育在国家教育体制内和体制外的实践—以马来西亚为例
Implementation of Confucian Classics Recitation in Malaysia
摘要
在东南亚国家中，马来西亚的华文教育体系最为完整。然而，马来西亚的官方语言为马来语，因此，教育体系以马来语为主。近20年的华文课程纲要的改革与设计，三个重要的趋势是“去中国化”、“本地化”及“技能化”。“去中国 化”影响华文课本的内容，小学华文课本中文言文缺席，中学课本中文言文的篇数有限。“本地化”要求课本内容符合本土国情，重点介绍各族文化，旅游景点，国家历史文化等。“技能化”视语言教育为沟通工具，着重听说读写语言技能的训练。结果，华文课本中的文学篇章不多，经典作品更少，导致中学毕业生的文学常识薄弱，对中华文化的重要经典不是全然无知就是略懂皮毛。1988以来的中学华文课程纲要，在课程中加入“名句精华”教学。“名句精华”从中国古籍选出，只节选具有道德价值和修辞手法的句子，乃马来西亚华文课程中比较特殊的一种教材，从另一角度让学生接触重要的古代典籍。2011年，全新的华文课程在小学推出，除了语文技能训练外，令人惊喜的是每个年级的学生都要背诵20首古典诗歌。这虽然不是以读经教育的形态出现，也算是读经教育在体制上的一个突破。然而，近几年来，马来西亚的读经教育出现了畸形的发展，即本来以四书五经等为教材的读经教育，逐渐演变成《弟子规》传统文化的教学与落实，教育部副部长甚至考虑把《弟子规》正式纳入学校课程。目前，多所小学甚至中学在推动《弟子规》的教学，真正的读经教育渐渐受到忽略。因此，目前的情况，读经教育难以甚至无法在国家教育体制内实践，唯有靠民间加以落实。马来西亚孔学研究会长期推动读经教育，与国内华文小学，幼儿园，民间社团联系密切，成立各地经典导读促进委员会，协助、协调各地读经教育的落实，并提供教材与师资培训，如今可谓自成体系。
並列摘要
In South-east Asia, Malaysia is the country with complete Chinese Education System. However, the official language in Malaysia is Malay Language, and it is also the language of teaching in national education system. There are three trends in the reformation and design of Chinese Language Curriculum in the last twenty years, namely de-Chineseness, localisation and Skill drilling. De-Chineseness affects the content of Chinese textbook. In this regard, classical Chinese articles or better known as wenyanwen are totally absent from primary school Chinese textbook. In secondary school Chinese textbook, the number of wenyanwen is getting lesser. To fulfill the requirement of localisation, the content of Chinese textbook stresses on local national general conditions, introduction of different racial cultures, local tourist spots, national history and culture and others. Skill drilling perceives language education as a mean of communication, thus stresses on the drilling of different language skills. As a result, the number of literary pieces chosen as basic reading texts in the textbook is decreasing, Chinese classics chosen as texts are even fewer. The result of this changes is that students graduated from the upper secondary school are weak in literary knowledge, and they are either ignorant of or have very little knowledge of Chinese Culture and classics. In 1988, there was a reformation in Chinese Language Curriculum in which the teaching of Mingju Jinghua was introduced. These special kind of teaching materials are taken from Chinese classics, and only the portion with moral education and rich in linguistic features are chosen. From the optimistic point of view, the teaching of Mingju Jinghua is a very special content in secondary Chinese Education. The immediate benefit is that the students are given a chance to read more classical materials. In 2001, a new Chinese Language Curriculum was launched. In addition to the basic language skills training, there is also a pleasant surprise. Students are required to recite 20 classical poems a year. Although it is not the actual teaching of classics, it is a breakthrough in the teaching of classics in national education system. However there is an abnormal development in the teaching of Chinese Classics in Malaysia. The texts of classics reading are Confucian classics such as the Four Books. The reading text has now changed into the teaching and implementation of ＂Di Zi Gui＂. Currently, numerous Chinese primary schools organise the teaching and learning of ＂Di Zi Gui＂, which is different from the traditional classics reading. It is an undeniable fact that at present, it is impossible to implement Reading Classics officially in Chinese Primary schools or in national education system. The only organisation which is still organising classics reading classes is the Association of Confucian Studies. It helps in training teachers, and it has close connection with kindergartens, Chinese Primary schools, and other Chinese organisations. It has formed a special committee facilitating the teaching of classics all over Malaysia and this committee is also responsible for providing teaching materials and teacher training. In a way, it is a system on its own.