A Study On The Development Of Chinese Teaching In Vietnamese Universities From The Perspective Of Chinese International Communication

Vietnam Chinese teaching research is one of important hot topic in the field of international communication of Chinese national problem。However, from the perspectives of Chinese international spread and macro-level to Vietnam discusses the problems of the development of the Chinese teaching of academic achievements, has yet to see. From Vietnam into the current situation of the development of Chinese language teaching in colleges and universities, this paper stand at the height of national top design, using the global view comparison method, macro system analysis and method of grounded theory and USES the four types of research techniques, including literature review, on-the-spot investigation, expert interview and description statistics, focus on teaching history for Vietnam’s longest and most influential five university Chinese teaching research and compares the development problem of system thinking, and then refine Vietnam characteristics of Chinese language teaching, summarizes its essence, and on this basis, according to the theoretical framework of Chinese international spread and its latest dynamic, draw lessons from other countries experience in Chinese teaching development, proposed the development direction of Vietnamese Chinese teaching current and future.This selected topic has certain pioneering and leading.Teaching Chinese in Vietnam has a long history, Chinese culture has a profound impact on Vietnamese society. This is the root of today’s Chinese teaching and the foundation. So combining with the modern Chinese international communication development, the teaching of Chinese in Vietnam and spread, it is necessary to find out the inner rules of its development. Combed the related data, this paper points out that the period of two thousand years of Vietnamese Chinese history is divided into six stages, namely the northern genus, the Vietnam Ly dynasty period, the Vietnamese Tran dynasty period, the Vietnam Le period, the Vietnam Nguyen dynasty period, from 1945 to present. Among them, during the period of the li dynasty, Confucianism by rulers elected to consolidate the doctrine of centralization, to maintain social order, and reached its peak stage, has obtained the first place. Chinese has been accompanied by the existence of the Vietnamese and the evolution and development. Now Chinese has become the one of the most important language in the Vietnam. Chinese language teaching have been incorporated into junior middle school, high school, the education of undergraduate and graduate levels. Among them, the most prominent of the development of the Chinese undergraduate major, is the core of Vietnamese Chinese language teaching, teaching the widest range, the fastest growing, most abundant teaching type, teaching content with the world’s most easily Chinese teaching practice.Vietnamese undergraduate majors of Chinese teaching is the research emphasis of this article, Chinese teaching is the most typical and Vietnam Hanoi university of foreign studies affiliated national university, Hanoi university, hue, ho chi minh city university foreign language university national university affiliated university of social sciences and humanities and ho chi minh city five universities including normal university is the research object of this article. From Vietnam in Chinese or Chinese specialized 44 colleges and universities, as the research object of this paper selected the five, because of their situation, training objectives, curriculum setting, teaching staff, teaching material use, students choose the professional and graduate employment situation of college Chinese teaching can basically reflect the Vietnam.Vietnam Chinese teaching both in macro and micro level there are many problems to be solved, one of the most serious mainly has three points:one is the teaching level of serious imbalance, exists the phenomenon of fault strengthening. Attaches great importance to the development of undergraduate course of Chinese teaching, and ignores the primary and middle school Chinese teaching is Vietnam fundamental problems that exist in the Chinese teaching. Secondly, Chinese language teaching in the "no top-level design lacks basic support" state of three short "have-nots". No policy, top, without outline and system, lack of teachers, lack of teaching materials, teaching method is a lot of problems existing in the state of Chinese teaching, is also a bottleneck problem of the Vietnamese Chinese teaching. The lack is a major factor hindering the development of the Chinese language teaching in Vietnam, make it a state of "stagnation" or "back". Three is the new dynamic of students’has a lot of negative effects on the Chinese teaching system.Vietnam Chinese teaching two factors. From the domestic perspective, Vietnam and China’s diplomacy, economy, education and relevant policy is a direct impact on Vietnamese Chinese teaching factors on a macro level. China is Vietnam’s biggest trading partners, Vietnam "attaches great importance to the country, focus on" foreign policy to promote the all-round cooperation with China, Chinese language teaching to provide policy guarantee to Vietnam, is conducive to the development of Chinese in Vietnam. Education policy to "reform education management" as the breakthrough strategy, put forward the notice to the teacher team construction, improve the teachers level, universal education, strengthen international exchanges and cooperation, promote the education internationalization strategy, provides a good foundation for Chinese teaching, pointed out the path of the development of the Chinese teaching in Vietnam. However, Vietnamese language policy of generality in it restricts the development of Chinese language teaching. At the micro level, the management system of colleges and universities not rigorous competition, Chinese teaching in the face of other foreign language, teaching equipment is perfect, and to develop multimedia language teaching, teachers’ scientific research consciousness, the old teaching methods, students’ lack of learning motivation, learning strategy improvement factors also directly influence the development of Chinese teaching in Vietnam.Aiming at the existing problem of teaching Chinese in Vietnam, under the guidance of Chinese international communication theory system, this paper proposes some Suggestions to optimize Vietnam Chinese teaching. These Suggestions on the teaching of Vietnamese Chinese planners, managers and implementers have important reference value. At the macro level, the first thing to strengthen the Vietnamese government in promoting the national Chinese language teaching in the top-level design. The government should be in constructing the ideal development of Vietnamese Chinese teaching model, formulate corresponding training plan, strengthen the management of the government department of Chinese language teaching, improve teachers’ treatment, such as to strengthen its role in decision making and urged Chinese teaching. Second, to strengthen the education in the exchange activities. Constantly promote the comprehensive cooperation between the two countries at the same time, should be a special emphasis on education exchanges and cooperation and promote the development of Chinese teaching in Vietnam. Vigorously promote the establishment of the Confucius institute in Vietnam, expansion of universities in China and Vietnam intercollegiate exchange. At the micro level, increase the degree of Vietnamese Chinese teaching "indigenous". Mainly through enrichment Vietnam local Chinese teachers, improve teachers’ professional development consciousness and focus on research and development of Vietnam localization way such as teaching materials, enhancing teaching Chinese in Vietnam’s own strength, to stick to Chinese international development trend of the spread, Vietnam’s sustainable development of the Chinese language teaching, In addition, also need to shorten the Vietnamese Chinese teaching method and the distance between the international advanced teaching method.In this paper, a systematic analysis of Vietnamese Chinese teaching situation, exploring its essence and inherent law of teaching, on the basis of "priority to fault strengthening theory" are put forward. This theory can not only reflect the essence of teaching Chinese, Vietnam pointed out its development direction in the future, and in conformity with the peripheral circle national Chinese teaching and communication. Through research, this paper draw the conclusion: focus on undergraduate teaching Chinese is outer circle in the international spread of Chinese national important strategy in the beginning of Chinese teaching, but to develop primary and middle school Chinese teaching, to build a popular system of sustainable development is the ultimate goal. So, finally, the paper on the theory level, extracting fault improved priority theory:"in the Chinese circle of peripheral countries to the international spread of Chinese teaching, should have priority to the development of higher education level of Chinese language teaching, the construction of a basic satisfy the standard of professional Chinese talent’s abundant teaching staff, to other levels to provide the guidance of the theory and practice, teaching resources and the guarantee of the quality of teaching, and to develop basic education level of Chinese language teaching". The theory is the outer circle in the international spread of Chinese national phenomenon, the essence of the Chinese language teaching development and the inherent law of highly refined, can explain the phenomenon of the development of the Chinese teaching in the region, also can provide other countries to carry out Chinese teaching with strategic theory and practice of reference.