中國僑教政策對清邁地區華校的影響：以5M分析為例

由於國共戰爭從中國雲南先逃往緬甸，而後遷移泰國北部的國民黨軍隊，在泰北各村幾乎都設立華文學校，並與台灣一直維持華文教育的連結。經過半世紀，清邁華校在艱困的環境中仍堅持運行華文教育，於1999年泰國教育部頒布《國民教育條例》，正式將華語教育納入國民教育體系之後，中國與泰國教育部展開雙方華文教育的合作，清邁華校在泰國政府致力推行華文教育的政策下發揮至關重要作用。然而，近年來中國持續以「幫助泰北同胞」的方式積極地介入清邁華校的經營，使得清邁華校產生變化，中國當局透過「清邁地區華文教育聯誼會」與清邁地區各村華校建立交流與合作關係。本研究透過深度訪談，檢視中國在清邁華校的僑教政策，自2004年至2020年期間，中國與清邁華文教育的合作關係如何形成。本研究藉由5M（Money、Manpower、Misinformation-Information War fare、Mooching、Magnifying）分析法，試著分析中國的僑教政策對清邁四所華校在交流過程中是否都出現5個M，中國又如何透過5個M影響這四所華校，並探討中國對清邁華文教育援助的內涵。本研究發現，中國採取5個M與清邁華校進行交流，使各華校在中國僑教政策的發展與實踐中出現明顯的變化，中國最近16年不僅投入大量之人力及資金，更是利用民族情感、意識形態及統獨問題來製造矛盾。但華校並非全然接受中國援助而達成5個M的成效，首先在教科書及師資方面，主要是因為僑務委員會與外界團體提供的援助不間斷，因此當中國與華校建立合作關係時，不同的學校規模在選擇接受中國援助也有所差異。其次，在新冠肺炎疫情後，中國的僑教政策也將面臨新的挑戰，尤其是志工教師方面未能像以往順利選派。最後，近年在泰國政府支持中國的華文教育，均以中國漢語教科書作為主要版本，然而清邁華校為了基本生存運作而接受外界的資源，對於教科書的選擇是以台灣提供的繁體字教科書作為主要教材，而中國提供的簡體字教科書則為輔助教材。

關鍵字

中國僑教政策；清邁華校；華文教育； 5M 分析法

並列摘要

As the war between KMT (Kuomingtang) and CCP (Chinese Communist Party) led to the fall of the KMT government in the mainland, the small remnants of the KMT army in the south fled Yunnan into Burma and Northern Thailand. Following this flee of the KMT army into Northern Thailand, the influence of Chinese education followed them through the establishment of a Chinese school in every village the KMT army settled, Despite facing difficulty for over a half-century, the Chinese schools in Chiang Mai province is still able to maintain its operation with the Taiwan government maintaining its close support. However, the status of Chinese schools changed after the implementation of “The National Education Act B.E. 2542 (1999)” by the Thai Ministry of Education, where the Chinese education system created by the Overseas Chinese of Chiang Mai was integrated into Thailand's National Education System. Following this integration, the opportunity for Thai-Chinese cooperation in the fields of education has been open which further reinforced the importance of Chinese schools in Chiang Mai as a promoter of the Chinese language in Thailand. Moreover, in the recent year, under the guidance of the “benefiting overseas compatriots in Northern Thailand” concept, China has actively intervened in Chiang Mai’s Chinese Schools which led to an increase in affection for Chinese schools in Thailand. The opportunity to further expand its influence led the Chinese government to tighten cooperation and exchange with each Chinese School in Chiang Mai through the channel of “The Chiang Mai Area Chinese Education Association”. This research utilized qualitative research methods, including the use of in-depth interviews, policy analysis regarding China's policy on overseas education in Chinese schools in Chiang Mai and the formation of the China-Chiang Mai Chinese education partnership from 2004 to 2020, and the 5M analysis method (Money, Manpower, Misinformation-Information War fare, Mooching, Magnifying), to analyze the China influence over the sample Chinese schools in Chiang Mai, and how China innovate in these Chinese Schools and explore the connotation of China’s benefits provided Chinese schools in Chiang Mai. The research found that the China government has adopted 5M Analytical device to communicate with Chinese schools in Chiang Mai. 5M caused apparent changes in the development and practice of Overseas Chinese education policy in Chinese schools. China has not only invested in numerous workforces and capitals in the past 16 years, but It also uses national sentiment, the ideology of unification, and independence to create contradictions between China and Taiwan. Moreover, none of the Chinese schools accepts China’s benefits in achieving the 5M results. First, in terms of textbooks and volunteers, teachers in sample schools were sent from Overseas Community Affairs Council (Taiwan). Therefore, China establishes a cooperative relationship with Chinese schools. The different school sizes have differences in choosing to receive China’s benefits. Second, after Covid-19, the Chinese Overseas education policy faces new challenges, especially since the volunteer teachers have not been there to teach as smoothly as before. Finally, in recent years, the Thai government has supported Chinese education policy, with Chinese textbooks as the primary materials. The Chinese schools in Chiang Mai have accepted external resources for their essential operation. Nevertheless, the research found that Taiwanese textbooks with traditional Chinese characters have remained as the primary teaching materials.