A Study Of The Syllabus’ Compilation For Chinese Courses Utilized In Primary And Middle High Schools In The Educational System Of Myanmar

This dissertation focuses its study on programming of the course curriculum for Chinese teaching in primary and high schools in Myanmar. The study is grounded on Myanmar education system and the Chinese teaching situation in Myanmar Resorting to a series of approaches, say, documentary analysis, comparative study with global view and macro-comprehensive analysis, the research has made elaborate comparison between Myanmar and China in terms of their languages and cultures. Finally, a tentative work is made to produce a curriculum for the course of Chinese in primary and high schools in Myanmar. When theoretical significance is desired in study, its practical sense is also valued.The six parts of this thesis are as follows:Part one provides lead-in discussions on this research’s cause, significance, summary, approaches, coverage, and relevant concepts of Chinese teaching in Myanmar.The second part introduces background and research condition of Chinese teaching in Myanmar.Chapter Three provides an introduction to educational situation in Myanmar centering on the country’s educational system and the educational settings in its primary schools, especially about their curricular arrangement, teaching materials and foreign language teaching.The fourth chapter discusses the programming of the curriculum and its relation with three principals in language teaching, namely, teachers, teaching materials and teaching methods. The contents fall into three major issues:programming of the curriculum for the cause of teaching Chinese as mother language, of the curriculum for teaching Chinese as second language, and thirdly, relation between the curriculum programming and the three teaching principals.Chapter five is focused on localized programming of the curriculum for Chinese teaching. Study in this part is conducted within three aspects, i.e. affection of the differences between Myanmar and Chinese languages on the curriculum programming, Myanmar culture’s influence on the curriculum programming, and the curriculum’s contrastive effect out of its guidelines. Additionally, a theory of "counter-mainstream development in contrastive concepts" is particularly elaborated, and is furthermore made as a principle in the curriculum’s programming.The last chapter presents concrete achievement of this research, which is embodied by an outline and major contents of the course syllabus. It starts with the foundation of the curriculum programming, and furthers the probe into the syllabus’s basic outline and contents. Finally, the study specifies the proposed structure and components in line with International Curriculum for Chinese Language Education.