Research Report On Multiple Chinese Textbooks Of Chinese Schools In Northern Myanmar

The Chinese teaching in Myanmar has three obvious characteristics: Firstly,numerous Chinese students(especially in Northern Myanmar);secondly,numerous Chinese schools(throughout Myanmar and especially in Northern Myanmar);thirdly,multiple and overlapping Chinese textbooks(throughout Myanmar and especially in Northern Myanmar).The status of multiple Chinese textbooks brings many problems to the Chinese teaching in Northern Myanmar and is a primary factor that restricts the efficiency of teaching Chinese.Guided by the theories on Chinese education,the author combined two years' experience of Chinese teaching in Myanmar and the research on nine Chinese schools in nine districts of Northern Myanmar,including Taunggyi,Mandalay,Bhamo,Tachilek and Myitkyina.The author adopted questionnaire study method and interview method to survey the status quo of diverse versions of Chinese textbooks used by Chinese schools in Northern Myanmar.The author then analyzed the reasons for such a status and discussed the teaching problems met by Chinese teachers and especially volunteer teachers sent out by China.Lastly,the author offered advice for solving such problems.The Chinese textbooks used in diverse Chinese schools of Northern Myanmar are mainly the Chinese textbooks provided by NOCFL that take Chinese as the secondary language,the nine-year compulsory textbooks published by Jinan University and provided by the Overseas Chinese Affair Office of the State Council and while-black Taiwan Chinese textbooks with traditional Chinese characters and Chinese Pinyin.In general,different schools use diverse textbooks for Chinese teaching.Some schools even apply several textbooks at the same time.However,most volunteer Chinese teachers at these schools are undergraduates or postgraduate candidates,who are unfamiliar with these three types of textbooks and especially the while-black Taiwan Chinese textbooks with traditional Chinese characters and Chinese Pinyin.Lacking experience of using multiple Chinese textbooks,these teachers meet one after another difficulty in teaching.The core of this research lies in analyzing how to solve such difficulties and help the Chinese teachers in such Chinese schools to make full use of multiple Chinese textbooks well.Based on combining the opinions of Chinese schools,Chinese and Myanmar teachers and students,the author found out there are four reasons for Chinese schools in North Myanmar to use multiple Chinese books.Firstly,Chinese schools have a tight financial budget and can't afford purchasing textbooks;secondly,Chinese schools receive support from NOCFL and Overseas Chinese Affairs Office of the State Council,who donate different textbooks;thirdly,Chinese schools fail to find targeting localized textbooks in the short term;fourthly,some curricular setting requires multiple Chinese textbooks.It is thus necessary for Chinese volunteers to know more about the textbook teaching of Chinese schools in Northern Myanmar in advance,be mentally prepared and accumulate more knowledge.As the bridge connecting NOCFL,volunteer Chinese teacher training institutions,volunteer Chinese teachers and Chinese schools in Northern Myanmar,Confucius Classroom of Mandalay should fully care about and know multiple Chinese textbooks used in volunteers' teaching,so as to reflect the Chinese education in Northern Myanmar to NOCFL.This will make it convenient for NOCFL to arrange domestic training bases to provide more effective training for volunteer Chinese in Myanmar.