Survey On The Status Quo Of Chinese Teaching In Public Middle Schools In The Philippines

In recent years,the cooperation project of Chinese teaching has promoted the cultural exchanges,mutual understanding and the building of friendly relations between China and Philippines.This is a strategic significance to promoting the friendly relations between China and ASEAN.Although Chinese education in the Philippines has a history of more than 100 years,the Chinese teaching of the mainstream society in the Philippines is at an early stage currently.In2011,the Department of Education of the Philippines made Chinese included in the SPFL and conducted it as an optional course in public schools of Philippines.The project received strong support from the Philippine Department of Education and Hanban of China.The project consists of Chinese elective lesson of the public middle school of Philippines and the training of local Chinese teacher.This paper takes the current situation of Chinese teaching in Philippine public middle schools as the research direction and takes the 71 public middle schools participating in the project as the research object and collects the data by means of questionnaire survey,teacher interviews,teaching experience and finding relevant literature.This paper is divided into four parts:The first part: Introduction,mainly elaborates the basis of the present research direction of Chinese teaching in Philippine public middle schools.Through literature search,the author finds that there are quite a few academic achievements in Chinese teaching in mainstream Philippine society at present.So,this dissertation is a great significance in promoting the teaching of Chinese in mainstream Philippine society.The second part: Chapter1 to Chapter3,mainly describes the author learning the main body of the collected information to be analyzed and sorted from these ways of the Philippine education system reform,the Chinese teaching policy of public high school,the resources of Chinese teaching(Chinese curriculum,Chinese teachers,hardware facilities of these public school and cultural activities).The third part: Chapter 4 to Chapter 5,mainly elaborates on the author to analyze the relevant information collected and found that the existing problems in the teaching of Chinese in the Philippine public middle schools: Firstly,small Chinese teachers team;Secondly,fewer hardware facilities;Thirdly,The supervision of Chinese teachers' teaching quality needs to be perfected;Fourthly,the difference of Chinese teaching work carried out in different regions;Fifthly,the problem of learning Chinese faults of students in public middle school.In this regard,I have these suggestions: Firstly,accelerating the localization of Chinese teachers in public schools in the Philippines;Secondly,selecting and promoting suitable Chinese teaching textbook;Thirdly,strengthening the cooperation and support of relevant departments;Fourthly,publicizing and promoting Chinese culture and promote Chinese teaching.Part IV: Conclusion and the author's questionnaire and references.