大馬華文教育發展所以能優於東協各國之原因研探

本文的結構共分為：前言、完整的華教體制、以母語受教權及文化傳承為華教發展的中心思想、常設推動華教發展的領導機構、結語等章節，以探討「大馬華教所以能優於東協各國的原因」。文中各節所敘述的重點，分別為：前言：略敘大馬目前華教發展之概況。一、完整的華教體制：文中分別以「英殖民地政府的漠視」、「先賢的努力不懈的成果」，說明大馬華教體制所以建立的因緣。二、以母語受教權及文化傳承為華教發展的中心思想：在此節中，作者以「危機中挽狂瀾之既倒」，與「建立發展華教之指導原則」，說明「大馬華教發展的危機與轉機」。三、常設領導華教發展的機構：在此節中，作者以「領導制度完整」，「領導者充滿危機意識」兩個重點來說明。四、結語：在結語中，作者說明東協列國如欲復興該國的華教，不妨以大馬的華教歷史作為借鏡，以獲事半功倍之效。

關鍵字

華教；私塾；董總；教總；大馬

並列摘要

The paper is divided into five parts to discuss the factors that made ”Malaysia's Chinese education superior than that of other ASEAN countries,” including the introduction, complete Chinese education systems, thoughts on mother tongue education and cultural inheritance as the center developments of Chinese education, standing institutes for Chinese education promotion, and finally the conclusion. The structure of this paper is as followed: First, the introduction gives a general description of current Chinese education in Malaysia. Second, complete Chinese education system. The chapter discusses the reasons for which Chinese education is established in Malaysia with ”negligence by English colonial government” and ”relentless efforts by predecessors.” Third, thoughts on mother tongue education and cultural inheritance as the center development of Chinese education promotion. In this chapter, the author explains ”the crisis and the turning point of Chinese education development in Malaysia” with ”turning the tide when in crisis” and ”establishing the guiding principles for promoting Chinese education.” Fourth, standing institutes which lead the development of Chinese education. In this chapter, the author explains with ”wholesome leadership systems” and ”leaders full of crisis awareness.” Fifth, the conclusion. In the conclusion, the author explains that if ASEAN countries are to revive their Chinese education, they could take Malaysia's Chinese education history as example to achieve twice the result with half the effort.