印尼三語學校華文教育發展之研究—以萬隆地區基督教三一學校為例

Abstract

印度尼西亞(印尼)是華人移民最早的地區之一，也是海外最早開創華文教育的據點，在海外華文教育發展史上扮演獨特且重要的角色。印尼的華文教育，從十七世紀發展至今，大致可分為五個階段：1900年前印尼華僑自辦私塾教育；印尼獨立至1957年，是印尼華文教育的全盛時期，華校於各地蓬勃發展；1966年至1999年，因蘇哈托政府嚴格實施同化政策，華文教育從此邁入長達33年的黑暗期；2000年後隨著經濟全球化、區域一體化亟需大量多語人才，為因應國家發展新情勢印尼華文政策逐漸鬆綁，華文教育再次回到眾人的視野，以一種新型態出現，即結合印尼語、英語、華語三種語言作為教學語言的「三語學校」，此模式成為近20餘年來印尼華文教育重新發展的新面貌。此模式在印尼各地如火如荼地開展，但一直存在幾個問題，包括華語教學定位、缺乏師資和教材、教法問題、缺乏統一課綱和評估標準的質量管理，近年來學者的探討停留在普遍性認識與問題梳理的層面上，對於問題具體形成的原因和出現問題的環節，缺乏深入的語言政策探究以及細膩、系統化的課室觀察與分析，並且忽略有關學生學習動機、學習困難對華文教育發展所產生的影響，對於三語學校存在區域間具體發展差異的問題也未加以著墨，同時缺少宗教對三語學校華文教育發展的研究。本篇論文綜合上述議題，從素有教育城市的西爪哇萬隆地區著手，利用田野調查、內容分析、訪談方法，建構個案學校發展華文教育的歷程，了解華人基督教會對當地華文教育發展的影響，並從族群關係的角度來分析三語學校彼此間面臨的挑戰，透過課室觀察解析三語學校華語教學的問題與環節，利用問卷調查具體掌握學生的家庭用語特徵、學習華語的動機、學習華語面臨的困難與學習成效之間的關聯性，期望有系統地分析三語學校華語教學成果不顯著的現象成因。研究發現以下現象：(一)三語學校是印尼華文教育主動本土化的成果；(二)華文教育的發展重新凝聚了印尼華人；(三)三語學校類型與華文教育發展方向呈現兩軌化。針對三語辦學提出建議：(一)加強三語學校區域一體化的合作關係；(二)加強早期沉浸的教學模式；(三)加強與華語使用地區教師的合作；(四)師資培訓應著重具體實務操作。Indonesia is one of the earliest places where Chinese people immigrated, and it is also the first stronghold of overseas Chinese education, playing a unique and important role in the history of overseas Chinese education. Chinese education in Indonesia, from the seventeenth century to the present, can be roughly divided into five stages: before 1900, overseas Chinese in Indonesia ran their own private schools; from 1901 to before World War II, they were influenced by new educational trends and developed into new Chinese schools; Indonesia from independence to 1957, it was the heyday of Chinese education in Indonesia. Chinese schools flourished in various places. From 1966 to 1990, due to the strict implementation of the assimilation policy by the Suharto government, Chinese education entered a dark period of more than 30 years. After 2000, with economic globalization and regional integration, there is an urgent need for a large number of multilingual talents. In response to the new situation of national development, the Indonesian Chinese language policy is gradually loosened. The emergence of a"trilingual school" that combines Bahasa Indonesia, English, and Chinese as the teaching language. This model has become a new look for the redevelopment of Indonesian Chinese education in the past 20 years. This model is being carried out in full swing in all parts of Indonesia, but there are still several problems, including the positioning of Chinese teaching, the lack of teachers and teaching materials, the teaching method, the lack of unified curriculum and quality management of evaluationstandards. In recent years, scholars' research has remained at the level of general understanding and problem sorting. Regarding the specific reasons for the formation of the problem and the link in which the problem occurred, it lacks in-depth language policy research and delicate and systematic classroom observation and analysis, and ignores the problems related to student learning. The impact of learning motivation and learning difficulties on the development of Chinese education has not been addressed. There are no specific development differences between regions in trilingual schools. At the same time, there is a lack of research on religion on the development of Chinese education in trilingual schools.This research synthesizes the above issues, starting from the Bandung area of West Java, which is known as an educational city, using field surveys, content analysis, and interview methods to construct the history of the development of Chinese education in the case school and understand the impact of Chinese Christians on the development of local Chinese education. And analyze the challenges faced by trilingual schools from the perspective of ethnic relations, analyze the problems and links of Chinese teaching in trilingual schools through classroom observation, and use questionnaires to understand the characteristics of students' family language, motivation for learning Chinese, learning Chinese The correlation between the difficulties faced and the learning effect, it is expected to systematically analyze the causes of the phenomenon of insignificant Chinese teaching results in trilingual schools. The research found the following phenomena: (1) trilingual schools are the result of the active localization of Chinese education in Indonesia; (2) The development of Chinese education has reunited Indonesian Chinese; (3) The type of trilingual schools and the development direction of Chinese education are two-track. Suggestions are put forward for running trilingual schools: (1) strengthen the cooperative relationship of regional integration of trilingual schools; (2) strengthen the teaching mode of early immersion; (3) strengthen cooperation with teachers in Chinese-speaking areas; (4) teacher training should focus on specific applications.