Research On The History, Current Situation And Development Countermeasures Of Chinese Language Teaching In Uzbekistan

As one of the countries on the Silk Road,Uzbekistan has had close contacts with China since ancient times.In September and October 2013,Chinese President Xi Jinping put forward the cooperation initiatives of building the "New Silk Road Economic Belt" and the "21st Century Maritime Silk Road" respectively.In this era,Uzbekistan's economic and cultural ties with China have become closer.With the continuous development of friendly relationship between countries,as a bridge of communication Chinese language has also played anindispensable role in the exchanges between China and Uzbekistan.The friendly cooperation between the two countries is inseparable with the support of Chinese language and requires a large number of professional Chinese talents.In recent decades,teaching of Chinese language has developed rapidly in Uzbekistan.Not only have professional Chinese institutions such as Confucius Institute and training centers established,but also teaching of Chinese language has entered the national education system.Some of undergraduate education,primary and secondary schools,and even kindergartens have Chinese courses.However,after the above results have been achieved,the current development of Chinese teaching in Uzbekistan has slowed down.In recent years,the teaching methods and related rules have not changed,although the needs of students has increased by the time.Therefore,it is imperative to find the problems in teaching in Uzbekistan and break the rigid teaching model.The first chapter discusses the historical origin,current significance and research methods of Chinese language teaching in Uzbekistan.This paper adopts methods such as literature review method,questionnaire method,diary method and data analysis method to analyze and explain the problem.Among them,the questionnaire survey method and the diary method are real surveys of Chinese language learners and Chinese language classrooms in Uzbekistan.The second chapter analyzes the current situation in time and space through the analysis of Chinese teaching in Tashkent,Uzbekistan and the tracing of the source.In the development of Chinese teaching in Uzbekistan,in addition to public teaching units,Confucius Institutes also play a huge role.Currently,there are two Confucius Institutes in Uzbekistan.They are the Tashkent Confucius Institute and the Samarkand Confucius Institute.These two Confucius Institutes have played a great role in the promotion of social Chinese teaching.The third chapter is a questionnaire survey on Chinese teaching in Uzbekistan.This part takes students from several universities' Chinese departments as the survey objects,and analyzes the learners' studying Chinese in terms of motivation,purpose of learning Chinese,attitudes towards learning Chinese,views on teaching,real feelings in the process,teachers,and textbooks.Questionnaire method is used as the guiding ideology to provide more realistic and objective suggestions for the development of Chinese teaching in Uzbekistan.Chapter four describes the problems in the current Chinese teaching process in Uzbekistan from the aspects of teaching process and teacher development.This chapter points out that there are some problems in teaching materials,curriculum settings,teacher team building and classroom teaching process.And put forward some suggestions for improvement in response to these problems.Chapters five and six investigate and analyze the current use of textbooks in various Chinese teaching institutions.Chinese textbooks currently used by various teaching units.Some of these textbooks are generalpurpose textbooks,and some are local and country-specific textbooks.The understanding and description of the use of Chinese textbooks in various units will help to systematically compare and analyze various textbooks,and also provide a horizontal reference for future textbook selection.At the same time,this article suggests that in the future development of Chinese teaching,localized textbooks can be developed in a targeted manner.This paper reviews and summarizes the development of Uzbekistan's foreign culture and history,briefly combing the development process of Chinese language teaching in major historical periods.Tashkent State University established the Chinese language major during the Soviet era.After Uzbekistan's independence in1991,Chinese language teaching developed rapidly in Uzbekistan.In the historical context,this article collects data on various aspects of teaching in Uzbekistan through investigation.According to the actual situation,the survey results are objective and systematic from the aspects of Uzbekistan's Chinese language education and teachingrelated systems and rules,education teacher promotion and training systems,Chinese textbooks,Chinese courses,and questionnaire surveys for Chinese teachers and Chinese majors.Analyze and sort out the source of the "bottleneck period" encountered in the development of Chinese teaching in Uzbekistan.At the same time,it points out the problems in Chinese teaching in Uzbekistan schools,and proposes corresponding improvement measures for the existing problems.Put forward corresponding suggestions for the future development of Chinese teaching in Uzbekistan,and improve the applicability,functionality,and popularity of Chinese teaching in Uzbekistan.