共查询到20条相似文献，搜索用时 140 毫秒
1.
姚道中美国 《云南师范大学学报(教育科学版)》2008,(1):16-18
本人在美国从事汉语教学30多年，所以我的笔谈以讨论美国的汉语传播为主。目前美国的汉语教学分为四大阵营：大学、中小学、台湾移民设立的中文学校和大陆移民设立的中文学校。美国的中文学校成立的目的是让华裔子弟学习中国的语言及文化。一般来说，中文学校的学生都是在正规学校就读的中小学生，利用周末来学习汉语。有些中文学校也收非华裔的学生或者成年学生。 相似文献
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温碧霞 《山西教育(综合版)》2004,(3):45-45
在美国东部的马里兰州有一所希望中文学校,它不同于在美国由台湾同胞办的用注音符号和繁体字教学的中文学校,也不同于由老华侨办的粤语中文学校,他们是以汉语拼音和简体字教学的中文学校。希望中文学校的创立是由一些从中国大陆去留美的学子开办的。那还是上世纪九十年代初,有几位在马里兰州立大学读书的学子,他们自己的孩子到了学龄阶段,为了这些生活在美国的中国孩子能有读、写中文的能力,不让他们忘掉祖国文化,几位学友在一起议论,为何我们自己不办一所中文学校?这个想法得到许多学子的赞赏和响应。于是,就因陋就简,利用周日的时间,借了… 相似文献
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《中国高等教育评估》2010,(3):80-80
据美国《世界日报》消息,经过四年努力和奔走游说,攸关美国加州中文学校生存发展的重要法案——“文化传承学校”（Heritage Schools）,5月底在州参议会获得全体州参议员支持过关,赢得漂亮的第一仗。该法案提案人宣称“这是中文学校永续发展里程碑”。该法案主要立法精神：透过立法“创造文化传承学校适用的法规,将与现有私立学校法规类似, 相似文献
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我们学校和美国加州亚凯迪亚市第一中文学校结为了友好学校,为了增进两所学校的交流,双方还互派了交换生。暑假里,我们家迎未了就读亚凯迪亚市第一中文学校三年级的交换生汤姆。 相似文献
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我是一名在美国加利福尼亚留学的中国教育专业的学生,在空余时间我在一家中文学校做义工,这是一所美国孩子和中国孩子混合学习的学校,这两年暑期我给孩子们开设了免费课程,同时让孩子们充分地表达自己的想法,允许他们同时用英文和中文去写自己的感受。两年时间过去了,我发现,两种文化的教育结果并不是人们认为的是由 相似文献
8.
《通化师范学院学报》2003,(4)
目前在全球范围内,学习中文正以各种丰富多彩的形式展开。过去20年里,由于新移民大增,在美国,讲汉语的人数量上已经超过讲德语或法语的人,汉语成为美国第二外语,据美国侨报报道,美国目前有700多所高校和200多所中小学都开设了中文课程,华人华侨也开办了近600所中文学校。 报道称,以前美国人最热衷学习的外语是日语,现在已经被汉语取代。不少中文教育机构已经打破以往单纯学习语言的模式,教学范围扩大到文化和艺术,有的采取一 相似文献
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王安琪 《小作家选刊(小学)》2004,(12)
有人说:“在美国生活、工作,学中文没用,不要那么辛苦地学中文啦!”可是,我认为学中文是有用的,而且学中文是一件愉快的事。5岁半的时候,妈妈送我上中文学校。在中文学校里,老师教得很认真,我也学得很认真。3年多来,我已学完《标准中文》的5本书,学了不少中国文化。这个暑假,我去中国旅游,使我大开眼界,更觉得学中文很有用。那天,当我和爸爸、妈妈上了飞机后,我发现我的座位边上有一个美国小孩子。她看着我说,她很想学中文,可是没人教他。我立刻说我现在就可以教她一些。一路上我教了她十几个 相似文献
11.
吴原元 《暨南大学华文学院学报》2010,(4):11-18
发韧于19世纪中后期的美国汉语教育,至中美建交时已有百年历史。在这百年间,美国的汉语教育受国内社会政治文化环境、中美关系、国际政治形势等外部因素以及汉语教学方法、语言教育思潮等因素的牵制,经历了初创、转折、跃进到停滞等一系列波折变化。美国汉语教育在这百年间所历经的波折变化具有深刻的文化内涵和政治内涵,折射出百年间中美关系的变迁和学习汉语动机的更移;同时,它亦启示我们,当下海外＂汉语热＂能否具有稳定性和可持久性,更为关键之处在于增强中华文化对海外人士的内在吸引力。 相似文献
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本文从师生互动的维度解析了中国留学生在美国大学中的学业压力因素.四种因素构成了中国学生和美国教授互动的主要压力因素:语言功力不足、缺少对学业的自治和自主引领、言语表达的被动性、交流模式的非直接性.中国学生的压力是中关两种文化模式和教育模式碰撞合力作用的结果.这为反思中国教育的问题提供了有效切入点.本文从英语语言教育和转变人才培养观念两个方面为中国教育提出了相应的建议.并指出中国学生应进行"深层结构性社会文化转化",充分适应美国大学的学术文化,与美国教授形成良性互动,最终减缓跨文化所带来的压力. 相似文献
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舒莹莹 《湖南第一师范学报》2014,(6):57-60
美国是一个移民国家,其外语政策经历了从无到有的发展过程,但是实质还是以维护美国安全为中心的外语教育,其外语学习的目标和重心是语言运用能力的培养,在实际生活中能用外语沟通交流、体认文化,并融入到其他科目的学习中,在汉语国际教育的课程实践中也应将此理念贯穿始终。 相似文献
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Wang Q 《Child development》2006,77(6):1794-1809
The relations of maternal reminiscing style and child self-concept to children's shared and independent autobiographical memories were examined in a sample of 189 three-year-olds and their mothers from Chinese families in China, first-generation Chinese immigrant families in the United States, and European American families. Mothers shared memories with their children and completed questionnaires; children recounted autobiographical events and described themselves with a researcher. Independent of culture, gender, child age, and language skills, maternal elaborations and evaluations were associated with children's shared memory reports, and maternal evaluations and child agentic self-focus were associated with children's independent memory reports. Maternal style and child self-concept further mediated cultural influences on children's memory. The findings provide insight into the social-cultural construction of autobiographical memory. 相似文献
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This research examined motivational trajectories during early adolescence in the United States and China. Upon their entry into middle school at 7th grade and every 6 months thereafter until the end of 8th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their motivational beliefs (e.g., mastery orientation) and behavior (e.g., self-regulated learning strategies). The quality of children's motivational beliefs deteriorated over the 7th and 8th grades (e.g., children became less mastery oriented) in both the United States and China. American children also valued academics less, with declines in their motivational behavior as well. Chinese children continued to value academics, sustaining their motivational behavior. In both countries, children's motivational beliefs and behavior predicted their grades over time. 相似文献
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Parents' involvement in children's learning in the United States and China: implications for children's academic and emotional adjustment 总被引：2，自引：0，他引：2
This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age=12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less with their control and more with their autonomy support. Despite these different associations, parents' heightened involvement predicted children's enhanced engagement and achievement similarly in the United States and China. However, it predicted enhanced perceptions of competence and positive emotional functioning more strongly in the United States than China. 相似文献
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In spite of important differences in some of the resources immigrant parents have to invest in their children, and in immigrant selection rules and settlement policies, there are significant similarities in the relative positions of 4- and 5-year-old children of immigrants in Australia, Canada, the United Kingdom, and the United States. Children of immigrants underperform their counterparts with native-born parents in vocabulary tests, particularly if a language other than the official language is spoken at home, but are not generally disadvantaged in nonverbal cognitive domains, nor are there notable behavioral differences. These findings suggest that the cross-country differences in cognitive outcomes during the teen years documented in the existing literature are much less evident during the early years. 相似文献
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This research examined the role of children’s decision‐making autonomy in their emotional functioning during early adolescence in the United States and China. Four times over the 7th and 8th grades, 825 American and Chinese children (M = 12.73 years) reported on the extent to which they versus their parents make decisions about issues children often deem as under their authority. Children also reported on their emotional functioning. American children made greater gains over time in decision‐making autonomy than did Chinese children. Initial decision‐making autonomy predicted enhanced emotional functioning similarly among American and Chinese children. However, gains over time in decision‐making autonomy predicted enhanced emotional functioning more in the United States (vs. China) where such gains were normative. 相似文献
19.
This research examined American and Chinese children's sense of responsibility to their parents during early adolescence, with a focus on its implications for children's academic functioning. Four times over the seventh and eighth grades, 825 children (mean age = 12.73 years) in the United States and China reported on their sense of responsibility to their parents. Information on children's academic functioning was also collected from children as well as school records. Although children's sense of responsibility to their parents declined over the seventh and eighth grades in the United States, this was not the case in China. In both countries, children's sense of responsibility was predictive of enhanced academic functioning among children over time. 相似文献
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This research examined children's interdependent self-construals as manifest in their seeing their relationships with their parents as self-defining. Four times over early adolescence, 825 children (mean age = 12.73 years) in the United States and China reported on their inclusion of their relationships with their parents in their self-construals as well as other dimensions of their psychological functioning. Although there was continuity in children's inclusion of their relationships with their parents in their self-construals, American, but not Chinese, children decreased their inclusion over time. In both the United States and China, the more children defined themselves in terms of their relationships with their parents, the more their perceptions of the quality of these relationships mattered for their subsequent emotional functioning. 相似文献