A Comparative Study Of Three Types Of University Chinese Class Under The Fuqing Confucius Classroom Myanmar

With the change of the times and the development of economic globalization,language as a carrier of culture has gradually become the soft power of the country.China’s society is getting higher and higher,and the Chinese language hot has stirred up in the world.Myanmar has also been affected by this.China-Myanmar exchanges are increasing.Among the five neighboring countries of Myanmar,the border between China and Myanmar is the longest,and the two countries have had a deep friendship since ancient times.The two countries have a close relationship in history,culture,geography,society and economy,and the relations with China are more cordial than other four neighbor countries.The cooperation with China is mainly growing in economic and trade projects,so Myanmar needs more Chinese-speaking talented peoples.Therefore,in addition to the oversea-Chinese in Myanmar,the local ethnic people of Myanmar have begun to pay more and more attention to Chinese language,and the number of people learning Chinese language has been increasing.In fact,in 1970 s learning and teaching Chinese language was illegal in Myanmar.English for basic education in Myanmar is the only second language.In recent years,Burmese politics has embarked on the track of democracy platform,and the university’s teaching system has become more and more open,gradually opening foreign language courses other than English.In 2015,with the efforts of the Fuqing Confucius Classroom in Myanmar and the Myanmar-China Friendship Association Mandalay,Chinese language teaching was opened in the comprehensive university “Mandalay University” in northern Myanmar,it’s the symbol of Chinese language international promotion of Mandalay Fuqing Confucius Classroom has entered a higher stage,named "University Chinese Class".So far,there are "17" University Chinese classes under the management of the Fuqing Confucius Classroom.This study takes three typical types of university Chinese classes in Myanmar as the research object,and takes the questionnaire survey method and interview method as the main survey methods.To investigate and study the Chinese teaching of these three types of universities,hope that through this survey,we can fully understand the respective characteristics,the status quo and existing problems,the factors restricting the development of university Chinese classes,aim to provide some suggestions for the development of university Chinese classes.There are three parts in this paper.The first chapter expounds the basic situation of Chinese teaching in Myanmar University.First of all,I introduced the establishment of Chinese majors at two government foreign language universities in Myanmar.Then introduced in detail the basic situation of the Chinese classes of(17)universities under the Fuqing Confucius Classroom,and also introduces the different natures and types of universities where Chinese classes are located.The second chapter is a comparative analysis of three types of university Chinese classes.Selected three representative Chinese classes of different types of universities,used questionnaire method and interview method to conduct surveys,comparative analyzed the basic situation of Chinese classes of different types of universities,teacher status,classroom teaching situation,respective advantages and problems,at the same time,also surveyed and compared the different needs of Chinese language learning among students of different types of Chinese classes in universities.Chapter 3 summarized the problems existing in Chinese classes of different types of universities,made some suggestions for the continued development of Chinese language teaching in universities.The survey found 5 problems: 1.University Chinese class,the learner’s demand for Chinese learning is indeed very high,but the teaching time is insufficient.2.Learners of different types of University Chinese classes have different Chinese learning needs,but Chinese teaching is conducted in a unified way and is not very targeted to the learner’s needs.3.Learners(university teachers,students,and civil servants)at university Chinese classes often miss classes due to work or university activities,and even learners are lost.4.Due to the loss of learners,it is not possible to continue to set up Chinese classes,resulting in some learners who love to learn Chinese not being able to continue learning,which affects the continuous development of university Chinese classes.5.Different types of university Chinese classes lack Chinese teaching materials that are in their own needs.Suggest solutions to the above problems: 1.Strengthen the top-level design,the Myanmar national leader,the Ministry of Education of Myanmar,and the leaders of various universities can understand the needs of university teachers and students and civil servants for Chinese language teaching,appropriately adjust policies,increase the amount of Chinese language teaching hours,and cooperate with teaching work.2.Understand the characteristics of different types of university Chinese classes and adjust teaching strategies.The administrators and teachers of university Chinese classes should try their best to understand the needs,characteristics and difficulties of learners of different types of Chinese classes,adjust teaching strategies,improve the pertinence of teaching work,and enhance the attractiveness of Chinese learning.3.Strengthen teaching management,reduce the phenomenon of missing learners,and ensure the order of teaching.4.Earnestly analyze the reasons for the loss of Chinese learners.The school has introduced some incentive policies to encourage students to study Chinese well and avoid the problem of Chinese class suspension due to the loss of learners.5.Compile appropriate Chinese professional language textbooks.University Chinese classes the relevant leaders of China and Myanmar should work together to organize and promote the compilation of Chinese textbooks suitable for the needs of different types of universities.