Central Myanmar And The Situation In Northern Chinese Teacher Training Survey

Myanmar is China’s important neighbors, with the rapid development of China, myanmar’s trade and cultural exchanges with China become more and more, myanmar’s society pay more and more attention to Chinese, and the number of people learning Chinese also continues to increase. Myanmar’s Chinese teacher training is more and more valued, but the research about Myanmar’s Chinese teacher training is very little, and also the related situation of Chinese language teacher training. Comprehensive understanding of the training of Chinese teachers in central and northern Myanmar has both theoretical significance and practical value.According to the previous paper documents, the general situation of the Chinese language teachers training in southeast Asia and central and northern Myanmar is:Chinese teacher training had certain development, but is still in its early development stage at present. there are a lot of problems, for example, the training content, methods, organization, coordination, and many other aspects are still to be improved. In addition, the nature of Chinese language teaching has changed in southeast Asia, Chinese is no longer the learner’s first language. At the same time there is a big increase in the proportion of the non-chinese students studing Chinese In addition to the overseas Chinese students. The original teaching content of Chinese has been unable to meet the development of new forms, teachers’ training need supply the modern Chinese and second language teaching theories and methods. Now basically most of myanmar’s Chinese language teachers training project is aimed at teaching Chinese teachers’ training course. Besides Chinese ontology knowledge, the training content also include Chinese teaching, Chinese education psychology, Chinese culture common sense, Chinese literature and art, etc. Myanmar’s Chinese teacher training have three form,"come in"、"going out" and "local training"; the methods of training are face-to-face and correspondence.The parameter analysis of Chinese teacher training of Myanmar’s central and northern are as follows:Teacher training parameters including training objects, training content, training division, training methods, training organizers, etc. Since the related information we collected is insufficient, also limited to the time and energy, I will mainly introduced the first three parameters, parameter1:training object. I mainly investigated the participants participating the overseas exchange association of China teaching activities to myanmar in Mandalay region of2002,2006,2007and2008. Second parameter:the training content. Mainly includes the Chinese ontology, teaching skill, talent and training of the Chinese culture. Besides, education psychology related to Chinese language teaching, the content of the training materials, etc. Parameter3:trainer. It is not limited to a professor at the university but also middle school teachers and early childhood teachers. According to the different training content, it is also not limited to Chinese teacher, also includes music and dance teacher.Through the questionnaire survey, we know that myanmar’s central and northern Chinese teacher training details are as follows:The training object basically is given priority to young people under the age of25, trained teachers’s education is on the rise. Most of the training organizers are Hanban in China and overseas Chinese Affairs Office, the training of teachers are from China university, middle school, elementary school and kindergarten, except Chinese language teachers there are literature and art of professional teachers. The content of the training focused on the Chinese ontology knowledge, Chinese teaching and classroom teaching skills as well as the Chinese talent. Most of the training are short-term training which time are less than three weeks, long-term training of more than half a year are very little; The methods of training use More of multimedia. The effect of training are very good, trainees common reaction to harvest is very big. But at the same time there are also some problems in training, including training time is shorter, interaction between teachers and students is not enough, lack of targeted training content and so on.In the questionnaire we found that the central and northern Chinese teacher training exist the following problems:(1) short training time, training content;(2) single, boring teaching methods;(3) lack of pertinence, adjust measures to local conditions;(4) interaction too less, training teachers simply in speaking, without considering the feelings of the students.In response to these problems we put forward its own suggestions and countermeasures:(1) increase the training time, so that the training contents and training time is consistent, let the students better absorption.(2)increase interaction between students and teachers, more students speak, get conclusion after group discussion.(3) more communication and negotiation with the Burmese government, let the national policy support.(4) the teacher need to communicate with students, understand the student psychology, find out a set of suitable for students to accept the teaching method.(5) should find out a set of suitable training materials for the students to accept.