The Research Of Indigenizing ?International Curriculum For Chinese Language Education? To The New Zealand Reality

I was fortunate to be selected by the Confucius Institute Headquarters / National Hanban as a Mandarin Language Assistant,and went to New Zealand from January 2018 to December 2019,responsible for Chinese teaching and cultural dissemination in Queenstown Lake District,Otago,New Zealand.After nearly two years of teaching practice,I found that Chinese teaching in New Zealand is incomplete and the teaching results are not outstanding.The fundamental reason is the lack of scientific Chinese Curriculum in New Zealand,which is suitable for New Zealand's educational philosophy and second language teaching syllabus.As a general Chinese Teaching Curriculum,the International Curriculum for Chinese Language Education is hard to be a guiding curriculum because it lacks pertinence.The academics have a high voice for the development of an indigenous Chinese language Curriculum,but there has been no research on the Chinese language curriculum of New Zealand.I draw on the previous research results and combines my teaching experience in New Zealand,using questionnaires,interviews,and comparative analysis to analyze New Zealand's teaching philosophy,Chinese teaching model,second language teaching principles,and the New Zealand Chinese Curriculum.I point out the reasons why the International Curriculum for Chinese Language Education can't play a guiding role in Chinese teaching in New Zealand,and puts forward suggestions to indigenize International Curriculum for Chinese Language Education to the New Zealand reality from the aspects ofcompiling principles,structural division and quantitative classification.Chapter One,Introduction.It mainly includes the reasons and the significance for choosing the topic,the research content and methods,researches review of the International Curriculum for Chinese Language Education and the New Zealand Chinese teaching researches review,as well as the lack of research.Chapter Two,teaching philosophy in New Zealand,second language teaching principles and Chinese teaching.It mainly includes research on New Zealand's teaching philosophy and second language teaching principles,and analyzes the current situation of Chinese teaching in New Zealand from three aspects:The composition of New Zealand Chinese teacher,New Zealand Chinese classroom characteristics and assessment methods.Chapter Three,analysis of the Chinese in New Zealand Curriculum.Including the introducing of the Chinese in New Zealand Curriculum,and based on a comparative analysis of the Chinese in New Zealand Curriculum and the International Curriculum For Chinese Language Education from the perspective of the compilation concept and content.Through comparative analysis,the local characteristics of the New Zealand Curriculum are summarized,and the shortcomings of the New Zealand Curriculum are analyzed from three aspects: epochal,instructional and phased.Chapter Four,the application of the International Curriculum for Chinese Language Education in Chinese teaching in New Zealand.It mainly presents the results of a questionnaire survey,and analyzes the reasons why the International Curriculum for Chinese Language Education cannotguide Chinese teaching in New Zealand from the aspects of promotion efforts,the matching between the International Curriculum for Chinese Language Education and the New Zealand education system and descriptions of targets.Chapter Five,proposal for indigenizing the International Curriculum for Chinese Language Education to New Zealand reality.This paper mainly puts forward feasibility suggestions for indigenizing the International Curriculum for Chinese Language Education to New Zealand reality from the aspects of compilation principles,content structure division,quantitative classification and promotion.Chapter Six,conclusion.It mainly states the research results and innovations of this article,and puts forward the research deficiencies and future research directions.