Research Status Chinese Pedagogy In Middle Schools In North Vietnam

Vietnam and China have had close relations since ancient times.Today,in the era of internationalization,the cooperative relationship between the two countries has taken a further step.The Chinese language teaching in Vietnam has a long history.As far as Chinese teaching in Vietnamese middle schools is concerned,it was especially developed in the early 1960 s to the mid-1970 s.However,since the late 1970 s to the end of the 1980 s,the Chinese language teaching in Vietnam had been interrupted due to objective conditions.Since the normalization of Sino-Vietnamese relations,especially since the reform and opening up,Chinese teaching has escalated in Vietnam.We believe that if you have developed Chinese language teaching since the middle school to high school,you can accumulate certain Chinese language knowledge and language skills after graduating from high school.However,at present,the teaching of Chinese in Vietnamese middle schools has not yet developed.According to statistics,only 10 high schools in northern Vietnam now have Chinese classes.As a Vietnamese student studying for a master degree in international Chinese education in China,I drafted a study on the status quo of Chinese teaching in Vietnamese secondary schools as my master’s thesis topic.It is hoped that through investigation and study,it is possible to clarify the pros and cons of Chinese teaching in ordinary middle schools in Vietnam.In order to make a contribution to the improvement and promotion of Chinese teaching in Vietnam’s ordinary high schools,some related suggestions were made.This thesis combines the three aspects of pedagogy,psychology,and the teaching of Chinese as a foreign language.Through investigations,visits,records,classroom observations,and questionnaire surveys,the results were analyzed to clarify their strengths and weaknesses.Thus put forward relevant opinions and suggestions.The first chapter of this dissertation focuses on the research significance and background of this thesis,domestic and foreign literature review and related research status,research objectives,research tasks,research methods and thesis framework;Chapter II is used to review Vietnamese language teaching,especially middle school Chinese.Teaching history.This section includes the history and development of Chinese teaching in Vietnam and Chinese teaching in middle schools.The third chapter is devoted to the introduction of Vietnamese language teaching in Vietnam and its planning.The fourth chapter is used to examine and analyze the current status of Chinese teaching in Vietnamese middle schools.This is the backbone content of this paper,including the analysis of the start-up situation of Vietnamese middle schools;the analysis of teaching materials;analysis of current status of the teaching staff;analysis of the current status of students;etc.The fifth chapter explains the opportunities and challenges faced by the development of Chinese teaching in Vietnamese middle schools.This content provides an in-depth analysis of the smooth conditions and difficulties faced by the development of Chinese language teaching in Vietnamese middle schools.The last chapter is the conclusion of this paper.This content summarizes the results obtained by the Institute,and puts forward some opinions and suggestions as well as directions for future development.After research,we believe that in today promote Vietnamese language teaching in secondary schools.It should not only be promoted to junior and senior high schools in the country,but also strengthen its teaching quality and use Chinese as a key foreign language for Vietnamese middle schools.one.In order to contribute to the construction of the country,especially talent cultivation.