A Study On Chinese Learning Of Ethnic Chinese Middle School Students In Mandalay City,Myanmar

Myanmar is an important node country in the development strategy of "Belt and Road ".Compared with other countries in Southeast Asia,although Myanmar lives in a large number of Chinese and has a great demand for Chinese learning,the level of Chinese education development is lagging behind.Therefore,the Chinese learning situation of Chinese-Chinese students in Myanmar is a topic worth exploring,especially Mandalay in central Myanmar.By referring to the previous research results,the author divides the learning situation into four parts: language use,learning attitude,learning motivation and learning strategy in the research of this paper,and tries to reflect the students' Chinese learning situation more comprehensively.I read the literature and analyze the predecessors Based on the research questions and results,a questionnaire survey was conducted on 116 Chinese middle school students in Mandalay Changhua School in Myanmar.Through the analysis of the questionnaire data and the actual observation and interview results,the following conclusions are drawn:The majority of Chinese middle school students in Mandalay are in the middle and high level of Chinese,and their listening and speaking ability is stronger than reading and writing ability.In the family environment,Yunnan dialect is used the most,Myanmar language is used the most in the social environment,Myanmar language is mainly used in the school,in the Chinese school and in the network environment mainly in Mandarin Chinese;in Mandalay Chinese middle school students' Chinese learning attitude is generally low,positive learning attitude needs to be cultivated.The Chinese learning attitude of boys is more positive than that of girls,and that of senior high school students is more positive than that of senior high school students.Chinese learning motivation is very low.Among the motivations,the parental support motivation was the highest,the integration motivation and the teaching factor motivation were the weakest.The male students' learning motivation is a little stronger than the female students' learning motivation,but the difference is not big,the third grade students' instrumental motivation is the strongest,the first grade students' social responsibility motivation is the strongest;the Chinese middle school students in Mandalay have a weak awareness of using learning strategies,the use of learning strategies is relatively single,the most used is memory strategies.There is no significant difference in learning strategies used bystudents of different genders,and the awareness of using learning strategies in senior three is stronger than that in senior one.Based on the results of the analysis,the author puts forward some suggestions from teachers,schools,families and countries,hoping to promote the development of Chinese education in Myanmar and improve the Chinese language proficiency of ethnic Chinese students in Myanmar.