| Chinese education in Cambodia has a long history and a solid foundation.At the end of the 1970 s,there were 200 overseas Chinese schools nationwide,with more than 50,000 students.Later,due to a coup in the Kingdom of Cambodia,Chinese education was restricted.In 1991,Cambodia ended the civil war,and Chinese education resumed development.With the strengthening of China-Cambodia cooperation,more and more Cambodian students choose to study in Chinese schools.However,with the rapid development of the Chinese language business,there are also some problems that cannot be ignored,such as the shortage of teachers and uneven teaching quality;students’ learning attitudes are casual and lazy;the teaching materials lack pertinence;the teaching facilities are incomplete and the teaching environment is poor.Regarding the problems of Chinese education in Cambodia,many scholars have done relevant investigations and studies,but most of the existing investigations are concentrated in Phnom Penh,and there is less research on Chinese teaching in other regions。 the Chinese School in Phnom Penh is better than local Chinese schools whether it is faculty or teaching.So it cannot represent the current situation of all of the Chinese teaching in Cambodia.Therefore,local Chinese education surveys and researches urgently need to be enriched.As the third largest Chinese school in Cambodia,Siem Reap’s Public Chong Shan School is the most representative Chinese school in the Cambodia except Phnom Penh.This thesis takes the public Chong Shan School in Siem Reap,Cambodia as the survey object.Taking Chinese school teachers,students and parents as the survey subjects,investigate the Chinese school’s handling mode,faculty strength,student situation,teaching material settings,funding sources,infrastructure and other aspects,explore the current problems of Chinese schools and raise questions: First,promote the transformation of the localization of Chinese teaching materials in Cambodia,refer to the successful transformation cases of other countries in Southeast Asia,and learn from the experience.Hiring senior scholars in Chinese language,combining teachers’ opinions,focusing on improving students’ communicative competence,and making corresponding adjustments;taking into consideration both Chinese and Cambodian culture,creating distinctive Chinese textbooks.The second is to improve the professional ability of teachers,increase the intensity and pertinence of teacher training;focus on exchanges with other experienced teachers,mutual promotion and win-win cooperation;change the traditional teaching mode,take students as the main body,cultivate and stimulate their learning motivation.The third is to pay attention to the growth of students,and actively create an environment for students to learn languages;establish a model image of the class and give full play to the role of student role models.The fourth is to strengthen active communication with students’ parents,home-school cooperation,and strengthen supervision of students.The fifth is to improve school management and optimize the examination system;introduce new teaching resources,increase publicity,and increase the attractiveness of the school.Through suggestions to schools,teachers,students,and parents,we hope to provide some enlightenment to the Chinese teaching in regional Chinese schools. |
