- 期刊
马来西亚国民型中学的华校特征及其保障机制
The Chinese School Characteristics and Its Assurance Mechanism of Malaysian National-type Secondary Schools
摘要
马来西亚自1962年以后，从华文中学一分为二，一类为接受改制的国民型中学，一类为不接受改制的独立中学。这些国民型中学自改制之后，就不在马来西亚华教史的主流敘述中，论及中学阶段的华文教育，就只剩下不接受改制的独立中学。究其原因，主要是认为国民型中学己不是华校了，因此，不列为华文教育的一环。一向来，批评国民型中学不是华校者，其主要的依据是以教学媒介语为准，认为国民型中学只有一科华文，教授一科华文并无法有效传承中华文化，所以不是华校；况且在《1996年教育法令》下，“国民型中学”己不复存在了。反之，认为国民型中学是华校者，则认为国民型中学多年来一直保持华校的特征与传统，整个校园弥漫中华文化气息，与一般国民中学的校园文化大相径庭，因为理应视为华校。此类有关国民型中学是否应视为华校的争议，其关键处就是华校特征还保留多少。本论文通过问卷调查，以期全面厘清这个问题。本论文最大的创新是提出一个分析的框架，共有三大项：1.语文使用；2.文化认同；3.保障机制。依据对语文使用与文化认同的分析，国民型中学还是保有相当浓厚的华校特征，但从区域上来看，则有明显的差距。不过，国民型中学的华校特征与精神并不受到马来西亚教育政策与法令的支持与维护，因此，需要有保障机制来力保，这也是本论文探讨的重点之一。
並列摘要
Malaysian Chinese secondary schools have been divided into two main streams since 1962 i.e. the Chinese conforming national-type secondary schools and Chinese independent secondary schools which refused to convert to the national school. There is a long debate that national-type secondary school is not considered as Chinese school since the conversion, hence, it is not being considered as a part of the Chinese education system. Medium of instruction forms the basis criticisms against the recognition of taking nation-type secondary schools as Chinese schools. The critics denied to accept them as Chinese schools mainly due to the fact that only Chinese language is being taught in Chinese in the national-type secondary schools is insufficient for the inheritance of Chinese culture. Furthermore, the term namely "nation-type secondary school" is no longer in existence under the Education Act 1996. In contrary, those who hold a different view argued that national-type secondary schools have retained the Chinese school characteristics and traditions for many years. They have reserved a strong atmosphere of Chinese culture in the school, unlike the ordinary national secondary schools. For these reasons, they insist that national-type secondary schools should be taken as Chinese schools. The national-type secondary schools should be considered as Chinese schools are therefore based on to what degree the Chinese school characteristics are still remaining in these schools. This paper aims to seek the answers to the question via a questionnaire survey. This paper has taken an unprecedented analysis that comprises of three parts: 1.Language Application; 2.Cultural Identity; 3.Assurance Mechanism. According to the analysis based on the language being used and cultural identity, the national-typed secondary schools are still maintaining a high degree of Chinese School characteristics although there is a significant gap across regions. However, the Chinese school characteristics as well as its spirit are not supported and assured by the Malaysian Education Policy and Education Act. Therefore a firm assurance mechanism is needed and this is one of the key subjects of discussion in this paper.