Analysis And Research On The Syllabus Of Teaching Chinese As A Second Language In Uganda Secondary School

In recent years,the cause of teaching Chinese in Uganda has been developing rapidly,but the academic community has not yet started a systematic research on Chinese teaching in Uganda,especially on the analysis and research of the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School,which still has much room for research.What is the content of the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School? Can it be applied to local Chinese teaching? The study of these questions can help guide and promote the development of localized teaching materials and localized teachers in Uganda,and also provide reference for neighboring countries to prepare localized Chinese teaching programs.This study takes the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School as the research object.Firstly,the background and conceptual principles of the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School are used as the basis,and its curriculum objectives and characteristics are analyzed theoretically,and then the functional classification and language element levels are statistically analyzed.Secondly,through questionnaires and interviews,we explored the applicability of the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School in the process of local Chinese teaching from the perspective of local Ugandan Chinese teachers.43 local Chinese teachers were surveyed by questionnaires in four dimensions: the degree of application of the curriculum,the applicability of the curriculum,the flexibility of teaching,and the matching between the syllabus and the teachers’ teaching philosophy,and the overall applicability,grammar,Chinese characters,vocabulary,topics,and The following conclusions were drawn: the application of the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School is good;among the items of application,the matching degree between the syllabus and teachers’ teaching philosophy is the highest,followed by the application degree,teaching flexibility,and application degree of the syllabus;it is found that the introduction of phonetic knowledge in the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School is not comprehensive,and the content layout is brief and unclear.It is found that the syllabus is not comprehensive in the introduction of phonetic knowledge,abbreviated and unclear in the arrangement of content,few vocabularies with Ugandan characteristics and unclear in the division of vocabulary in each grade,lack of grammatical content and explanation of grammar points,no training of writing skills and lack of introduction of basic knowledge of Chinese characters,lack of breadth and depth of cultural content and lack of cultural experience activities,lack of localization in the setting of topics,and the number of culture-related topics is small.In view of the above problems,the revision suggestions are made in six aspects: phonetics,vocabulary,grammar,Chinese characters,culture,and topic writing,etc.It is hoped that these suggestions will provide reference values for the future revision of the Syllabus of Teaching Chinese as Second Language in Uganda Secondary School.