從僑民教育走向華文教育

From an Overseas Compatriot Education to Chinese Education

夏誠華(Chen-Hwa Hsia)

《中原華語文學報》 8期 (2011/10) Pp. 1-18

https://doi.org/10.30107/CYJTCSL.201110.0001

摘要

僑民教育與華文教育在教育的性質、對象、宗旨、教育內容、媒介用語、歸屬、管理體制等皆有所不同。然而，隨著歲月的流逝，從落葉歸根的華僑逐漸轉變成為落地生根的華人、華裔。再加上中國大陸綜合國力的增強，並與世界各國友好合作和經濟文化交流發展，中國語言、文化的國際地位也大為提高，全世界出現了「中國熱」、「華文熱 」，與此同時，也出現了中華文化熱。中國僑民變成了住在國公民，即由「華僑」變成了擁有住在國國籍的「華人」，這就使得「華僑學校」也相繼變成了「華文學校」。雖然都還是教授中國語言、文化的「華文學校」，但教育的性質、對象、宗旨、教育內容、媒介用語等已從僑民教育逐漸轉變成為華文教育。

關鍵字

僑民教育 ； 華文教育 ； 華僑 ； 華人 ； 華文熱

並列摘要

The differentiation between overseas compatriot educations to the Chinese education are its nature, objects, aim, education content, language medium, ownership and management system. On the other hand, with the passage of time, the offspring of overseas compatriots may return to their homeland in search for their own roots in the country. In addition with the continuous prosperity in the Chinese industry, the collaboration and exchange of industrial goods and services, the Chinese language and its culture has upgraded its status internationally. There begin the emergence of ”China fever” and ”Chinese fever”, in conjunction with the ”Chinese culture fever”. Overseas Chinese compatriots became legal citizens in the country, from a compatriot to a Chinese citizen, subsequently; ”Overseas compatriot schools” have become ”Chinese schools”. Although the learning process is conducted in the Chinese language, but its education nature, objects, aim, learning content and language medium has transitioned from an overseas compatriot education system to the Chinese education system.

並列關鍵字

overseas compatriot education ； Chinese education ； overseas compatriot ； Chinese ； Chinese fever

參考文獻

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中華人民共和國僑務工作指南編委會編(2007)。中華人民共和國僑務工作指南（上）。北京:華商出版社。

朱浤源()。