菲律賓華文學校之現況與展望

本研究主要探討菲律賓華文學校的現況及發展。本研究透過訪視赴菲進行華語教學之替代役男之便，與當地之學校行政當局，師長，服務役男，及駐外辦事處之人員進行多場訪談，以蒐集各役男服務之學校概況、師資、教材、課程規劃、華校資源及學生的學習狀況。研究發現：一、訪視之菲律賓各華校皆有宗教傳教的背景和色彩。二、菲華社會的多元社團和宗親會與當地華校淵源甚深，深入影響各華校的各面行政管理與發展，複雜的經營環境間接阻礙了華語文教育在菲律賓的發展。研究結果提出四點建議：一、替代役培訓方面，減少理論性課時，增加課堂觀察及試教時間。二、菲律賓華校華語文教材部分，建議針對學校之需求，輔助該校設計不僅符合菲國國情，也符合該校宗教需求之教材。三、臺灣除了要輸出更多優秀的華語老師到菲律賓，也應該協助當地建立自己培訓老師的系統，解決師資窘困的問題。四、整合替代役和僑委會、教育部支援之實習教師（或稱華語教學助理）、華語教師，組成教學支援小組。針對與臺灣互動仍良好之學校，重點支援，待支援的學校有了良好的結果產生，自然會成為他校仿效的楷模。

關鍵字

菲律賓；華文學校；替代役；菲律賓華校聯合會；僑務委員會

並列摘要

The purpose of this paper is to explore the current situation and development of the Chinese schools in Philippine. Data were collected from the interviews with alternative military service Chinese teachers in Philippines sent by Overseas Compatriot Affairs Commission in Taiwan, and the meetings with local Chinese school teachers and administrators, the administrators of Association of Filipino Chinese Schools of the Philippines, and oversea officials in terms of general information, teachers' profession, instructions, curriculum, resources and learning of the Chinese school in Philippines. The results found that 1. The majority of the schools which have alternative military service Chinese teachers have strong religious background. 2. Diverse communities and different clansman's associations are deeply involved in many Chinese school administrations. The complicated situations constrain the development of Chinese education in Philippine. Four points are suggested: 1. for alternative military service Chinese teachers training, reduce theoretical curriculum, increase class hours for observing teaching and field teaching. 2. For the instructional materials in Philippine Chinese school: Develop specific instructional materials correspondence with the educational goal of the schools and cultural demands of Philippine. 3. Assist Chinese schools in Philippine by both establishing local Chinese teacher education system and importing Chinese teachers to Philippine. 4. Integrate the available academic and government resources of Taiwan by sending teaching groups to support certain friendly Philippine Chinese schools as samples for the other Chinese schools in Philippine.