印度尼西亞漢語教學(xué)的演變與現(xiàn)狀

印度尼西亞（下文簡稱“印尼”）的漢語教學(xué)歷史悠久，但發(fā)展并非一帆風(fēng)順，經(jīng)歷了多次起伏。今年恰逢孔子學(xué)院創(chuàng)立20周年，在此我們通過本文一起回顧印尼漢語教學(xué)的歷史，并探討其發(fā)展現(xiàn)狀。

The history of Chinese language teachingin Indonesia is both long and rich， though itsdevelopment has faced ups and downs over the years.As we celebrate the 20th anniversary of the foundingof the Confucius Institute， this article reflects on thejourney of Chinese language education in Indonesiaand explores its current state of development.

一、印尼漢語教學(xué)的發(fā)展

1. Development of ChineseLanguage Teaching in Indonesia

1998年5月之后， 漢語教學(xué)在印尼經(jīng)歷了一次顯著而深遠(yuǎn)的復(fù)興。經(jīng)過改革后的漢語教學(xué)可被形象地比喻為雨季迅速生長的蘑菇。這一比喻不僅捕捉到漢語教學(xué)在印尼的迅速擴張，也反映了其在社會各階層和地區(qū)中的廣泛傳播。這種教學(xué)趨勢的轉(zhuǎn)變體現(xiàn)了印尼社會對于漢語教學(xué)價值的重新認(rèn)識和評估。這一變革為印尼社會的文化交流和人才培養(yǎng)提供了新的機遇，同時也為漢語教學(xué)的國際推廣提供了寶貴的經(jīng)驗和啟示。

After May 1998， Chinese language teachingexperienced a remarkable revival in Indonesia. Thisrapid expansion can be compared to mushroomssprouting after a rainstorm， illustrating both thespeed and scale of its growth across various regionsand social strata. This surge in teaching reflectsa renewed appreciation for the value of Chineselanguage education in Indonesian society. Thetransformation has created new opportunities forcultural exchange and talent development， offeringvaluable insights for the global promotion of Chineselanguage education.

作為一門外語，漢語在印尼的發(fā)展軌跡與其他外語，如英語、荷蘭語、阿拉伯語、德語、法語、日語、韓語等相比，呈現(xiàn)出獨特之處。在語言學(xué)和教學(xué)的視角下，這些語言在印尼的發(fā)展被認(rèn)為具有相對穩(wěn)定性和連續(xù)性，而漢語的發(fā)展則顯示出不同尋常的動態(tài)性和變化性。早在1947年，印尼大學(xué)人文學(xué)院便已設(shè)立四個學(xué)科系，即印尼文系、法文系、漢學(xué)系以及人類系。不過這時的漢學(xué)在印尼教學(xué)體系中尚處于起步階段。

Compared to other foreign languages likeEnglish， Dutch， Arabic， German， French， Japanese，and Korean， the trajectory of Chinese as a foreignlanguage in Indonesia has followed a uniquepath. While these other languages developed in arelatively stable and continuous manner， Chineselanguage education has been marked by dynamismand variability. As early as 1947， the Faculty ofHumanities at Universitas Indonesia establishedfour departments： Indonesian， French， Sinology， and Anthropology. At that time， however， Chinese studieswere still in their early stages within Indonesia’seducational system.

隨著時間的推移，到了1967年末，印尼大學(xué)在學(xué)院結(jié)構(gòu)調(diào)整中成立了東亞學(xué)系，包括中文系（原漢學(xué)系）和日文系，這標(biāo)志著漢學(xué)在印尼開始受到更多的關(guān)注和重視。雖然在1973年之前，東亞學(xué)系的學(xué)生人數(shù)極為有限，僅有七位教師和五位學(xué)生參與其中，但這些師生的堅持和努力為漢學(xué)研究的未來發(fā)展奠定了堅實的基礎(chǔ)。從1977年開始，中文系的名稱再次變更為漢學(xué)系。這一變化與全球?qū)χ袊幕驼Z言認(rèn)識的提升，以及印尼與中國之間交流的加深有著密切的聯(lián)系。更名后的漢學(xué)系見證了印尼各界對漢學(xué)研究興趣的顯著增加。

By the end of 1967， the University of Indonesiarestructured its academic departments andestablished the Department of East Asian Studies，which included both Chinese and Japanese studies.This marked a significant turning point， as Chinesestudies began to gain more attention in Indonesia.Although the department had only a small number ofstudents before 1973 — with just seven teachers andfive students — the dedication of these early scholarslaid a strong foundation for the future of the researchin Sinology. In 1977， the department was officiallyrenamed the Department of Chinese Literature，reflecting the growing global interest in Chineseculture and the deepening ties between Indonesiaand China. This renaming led to a surge in interest inSinology studies from various sectors of Indonesiansociety.

此外，1986年，一所私立大學(xué)——達(dá)爾瑪佩薩達(dá)大學(xué)也成立了中文系。這表明，在印尼高等教學(xué)領(lǐng)域，漢語已經(jīng)有了很高的地位。不過，這一時期的漢語教學(xué)資源仍然稀缺，可供選擇的漢語教材和參考書籍非常有限，很難滿足漢語教學(xué)的需求。其次，教師可利用的資源非常有限，漢語教師很少有機會到中國深造留學(xué)。因此，在印尼漢語教學(xué)的早期階段，許多漢語教師還無法自如地運用漢語進(jìn)行交流。此外，漢語教師還面臨著專業(yè)培訓(xùn)機會匱乏的挑戰(zhàn)。

In 1986， Darma Pursada University， a privateinstitution， established its own Chinese LanguageDepartment， signaling that Chinese had alreadygained a significant foothold in Indonesia’s highereducation system. However， during this period， therewere still considerable challenges in terms of teachingresources. The availability of Chinese textbooks andreference materials was extremely limited， makingit difficult to meet the demands of Chinese languageeducation. Moreover， there were few opportunitiesfor Chinese teachers to receive further training inChina. As a result， in the early stages of Chineselanguage instruction in Indonesia， many teacherswere not yet fluent in using Chinese as a mediumof communication. Professional developmentopportunities for Chinese language teachers werealso scarce.

孔子學(xué)院的成立，為印尼漢語教學(xué)的發(fā)展帶來了極大的轉(zhuǎn)機。2009年，孔子學(xué)院采取了一項重要措施，向一批在印尼學(xué)習(xí)漢語的學(xué)生提供了前往中國攻讀漢語國際教育專業(yè)碩士學(xué)位的獎學(xué)金，并在北京舉行了隆重的開學(xué)典禮。這個專業(yè)后來成功培養(yǎng)出了許多在印尼從事漢語教學(xué)工作的優(yōu)秀教師，他們?yōu)橛∧岬臐h語教學(xué)事業(yè)作出了巨大貢獻(xiàn)。

The establishment of Confucius Institutesmarked a major turning point in the development ofChinese language education in Indonesia. In 2009，the Confucius Institute made a significaek+8KyLN7lI0cq/g5YQevA==nt moveby offering scholarships to a group of Indonesianstudents studying Chinese， allowing them to pursuemaster’s degrees in Teaching Chinese to Speakersof Other Languages （TCSOL） in China. A grandceremony was held in Beijing to celebrate thismilestone. This program successfully trained manyoutstanding teachers， who have since played a keyrole in advancing Chinese language education inIndonesia.

2001年，印尼雅加達(dá)的阿拉扎大學(xué)開設(shè)了專科漢語學(xué)習(xí)課程，在漢語教學(xué)領(lǐng)域邁出了具有里程碑意義的一步。這一舉措不僅為漢語教學(xué)在印尼的發(fā)展奠定了基礎(chǔ)，也標(biāo)志著該校對漢語教學(xué)的重視和承諾。隨后，在2005年，阿拉扎大學(xué)進(jìn)一步擴展了漢語教學(xué)的深度與廣度，設(shè)立了本科漢語課程。這一發(fā)展標(biāo)志著漢語教學(xué)在學(xué)術(shù)層面的顯著提升，為學(xué)生提供了更高層次的漢語學(xué)習(xí)機會。在接下來的幾年中，印尼多個城市的大學(xué)相繼建立了中文系。這些中文系的建立不僅擴大了漢語教學(xué)的地域分布，也促進(jìn)了漢語教學(xué)的普及與深入。這些大學(xué)院系匯聚成了一個名為“印尼高校中文系協(xié)會”（APSMI）的組織。APSMI致力于協(xié)調(diào)和推動印尼漢語教學(xué)的發(fā)展，通過其會員單位的共同努力，為漢語教學(xué)在印尼的繁榮作出了重要貢獻(xiàn)。

In 2001， University Al-Azhar Indonesia （UAI），located in the capital Jakarta， made a groundbreakingcontribution to Chinese language education bylaunching a specialized Chinese language program.This initiative laid the groundwork for the futuregrowth of Chinese language teaching in Indonesiaand demonstrated the university’s commitmentto this field. In 2005， UAI expanded its efforts byoffering a bachelor’s degree in Chinese， markinga significant academic milestone and providingstudents with more advanced opportunities to studythe language. Over the following years， universitiesin multiple cities across Indonesia established theirown Chinese language departments， extending thegeographical reach of Chinese language educationand enhancing its popularity. These programseventually led to the formation of the Association ofIndonesian Mandarin Study Programs （APSMI）， anetwork dedicated to coordinating and promotingChinese language education across Indonesia.Through their collective efforts， APSMI has madesignificant contributions to the flourishing of Chineselanguage teaching in the country.

截至2022年，APSMI的會員數(shù)量已達(dá)到29個，涵蓋了印尼各個大學(xué)的中文系。這一數(shù)字的增長反映了印尼漢語教學(xué)的蓬勃發(fā)展，也顯示了漢語教學(xué)在印尼的廣泛影響力。值得注意的是，APSMI的會員單位在教學(xué)層次上呈現(xiàn)出多樣化的特點，不僅提供本科水平的教學(xué)，也包括?？频恼n程。這種多樣化的教學(xué)層次滿足了不同學(xué)習(xí)者的需求，為不同背景的學(xué)生提供了學(xué)習(xí)漢語的機會。APSMI的會員單位還有一個顯著的共同點：無論他們涉及的學(xué)科領(lǐng)域是什么，都普遍采用漢語作為教學(xué)語言。這種教學(xué)方式不僅促進(jìn)了學(xué)習(xí)者漢語語言技能的提升，也為他們提供了深入了解中國文化的機會，增強了跨文化交流和理解能力。在這29個會員單位中，有四個單位是高等教學(xué)學(xué)歷等級，而其余25個單位是高等教學(xué)大學(xué)等級。這一分布顯示了APSMI會員單位在教學(xué)層次上的廣泛覆蓋，以及對不同教學(xué)階段漢語學(xué)習(xí)者的支持。這種多層次、多級別的教學(xué)體系為印尼漢語教學(xué)的發(fā)展提供了堅實的基礎(chǔ)，也為印尼學(xué)生提供了更加豐富和多樣化的學(xué)習(xí)選擇。APSMI會員的分布如下：

As of 2022， APSMI had expanded to include29 member institutions， representing Chineselanguage departments across various universitiesin Indonesia. This growth reflects the rapidexpansion of Chinese language education inthe country and underscores its widespreadinfluence. APSMI member institutions offer awide range of programs， from undergraduate todiploma levels， catering to diverse learners andproviding opportunities for students from variousbackgrounds to study Chinese. A key featureof APSMI members is their extensive use ofChinese as the language of instruction， regardlessof the academic field. This not only improvesstudents’ Chinese language proficiency but alsodeepens their understanding of Chinese culture，fostering greater cross-cultural communicationand appreciation. Among the 29 members， fouroffer diploma-level programs， while the restprovide university-level degrees. This distributionhighlights APSMI’s commitment to supportingl earners at various educational stages. Byoffering a multi-level， multi-tiered educationalsystem， APSMI lays a strong foundation for thedevelopment of Chinese language teaching inIndonesia， giving students access to a richerand more diverse range of learning options. Thebreakdown of APSMI members is as follows：

由于缺乏關(guān)于教學(xué)重點的數(shù)據(jù)，上述映射并不完整。然而，總的來說，我們已經(jīng)對印尼漢語教學(xué)所教授的領(lǐng)域有了一個大致的認(rèn)識。有幾個學(xué)習(xí)項目已經(jīng)顯示出他們對商務(wù)、翻譯和旅游漢語課程的關(guān)注。然而，在學(xué)術(shù)論文寫作中還需要更加詳細(xì)地闡述這些發(fā)現(xiàn)，并提供更多支持性的證據(jù)來支撐這些觀點。

Due to limited data on specific teaching focuses，the figure above is incomplete. However， we nowhave a general understanding of the areas emphasizedin Chinese language education in Indonesia.Several programs focus on Chinese about business，translation， and tourism. More detailed analysis ofthe findings， supported by additional evidence， isneeded to substantiate these claims.

2010年11月9日，印尼阿拉扎大學(xué)孔子學(xué)院在首都雅加達(dá)正式成立，這標(biāo)志著印尼漢語教學(xué)事業(yè)的進(jìn)一步發(fā)展和深化。2010年到2011年期間，印尼共有六所孔子學(xué)院相繼成立，分別是阿拉扎大學(xué)孔子學(xué)院、瑪拉拿達(dá)基督教大學(xué)孔子學(xué)院、哈山努丁大學(xué)孔子學(xué)院、瑪瑯國立大學(xué)孔子學(xué)院、泗水國立大學(xué)孔子學(xué)院和丹戎布拉大學(xué)孔子學(xué)院。這六所孔子學(xué)院的中方合作伙伴依次為福建師范大學(xué)、河北師范大學(xué)、南昌大學(xué)、廣西師范大學(xué)、華中師范大學(xué)和廣西民族大學(xué)。

On November 9， 2010， the Confucius Instituteat UAI was officially established in Jakarta， markinga significant milestone in the expansion of Chineselanguage education in Indonesia. Apart from UAI，between 2010 and 2011， five more ConfuciusInstitutes were founded at Maranatha ChristianUniversity， Hasanuddin University， State Universityof Malang， State University of Surabaya， andTanjungpura University. Their Chinese partnerinstitutions are Fujian Normal University， HebeiNormal University， Nanchang University， GuangxiNormal University， Central China Normal University，and Guangxi University for Nationalities， respectively.

孔子學(xué)院在印尼設(shè)立后，發(fā)揮了多方面的作用，為提升印尼漢語教學(xué)質(zhì)量作出了顯著貢獻(xiàn)。首先，孔子學(xué)院通過在印尼和中國舉辦的專業(yè)培訓(xùn)活動，為本地漢語教師提供了寶貴的進(jìn)修機會。這不僅提高了他們的教學(xué)技能，也增強了他們對漢語教學(xué)的熱情。其次，孔子學(xué)院為學(xué)生策劃了一系列豐富多彩的文化交流活動，如“漢語橋”比賽、中國文化周、孔子學(xué)院日、漢語日、中國傳統(tǒng)節(jié)日慶祝等。這些活動不僅豐富了學(xué)生的課余生活，也極大地激發(fā)了他們對漢語學(xué)習(xí)的興趣。此外，孔子學(xué)院還向?qū)W校提供了漢語教師志愿者和教材資源，這在很大程度上緩解了印尼漢語教學(xué)資源的短缺問題，同時也為學(xué)生提供了更為豐富和多元的學(xué)習(xí)資源。這些支持不僅為印尼的漢語教師和學(xué)生帶來了溫暖的鼓勵，也加深了中印兩國人民之間的友誼。在孔子學(xué)院的助力下，印尼的漢語教師和學(xué)生得以更快、更準(zhǔn)確地掌握漢語技能。

Since their establishment， the Confucius Instituteshave played a pivotal role in improving the quality ofChinese language education in Indonesia. First， theyhave provided valuable professional developmentopportunities for local Chinese language teachers through training programs held both in Indonesiaand China. These initiatives have not only enhancedteachers’ skills but also deepened their enthusiasm forteaching Chinese. Second， the Confucius Instituteshave organized various cultural exchange activities forstudents， such as the “Chinese Bridge” competition，Chinese Culture Week， Confucius Institute Day，Chinese Language Day， and celebrations of traditionalChinese festivals. These activities have enrichedstudents’ extracurricular experiences and sparkedgreater interest in learning Chinese. Moreover， theConfucius Institutes have helped address the shortageof teaching resources by supplying volunteer Chineseteachers and educational materials， easing the resourceconstraints and offering students a more diverse andenriching learning environment. These efforts haveprovided strong support and encouragement to bothteachers and students， while also fostering closer tiesbetween the people of China and Indonesia. With thebacking of the Confucius Institutes， Chinese languagelearners in Indonesia have been able to acquirelanguage skills more quickly and effectively.

二、 當(dāng)前印尼漢語教學(xué)的實踐與挑戰(zhàn)

2. Current Practices andChallenges of Chinese LanguageTeaching in Indonesia

在印尼，漢語教學(xué)在當(dāng)代教學(xué)體系中扮演著舉足輕重的角色。其核心目標(biāo)是培養(yǎng)具備與漢語母語者進(jìn)行有效口頭和書面交流能力的人才，以適應(yīng)全球化背景下對跨文化交流日益增長的需求。通過漢語教學(xué)，學(xué)生將能夠更好地融入使用漢語的國際社區(qū)，增強跨文化溝通和理解的能力。

Chinese language education plays a criticalrole in Indonesia’s modern education system. Itsprimary goal is to equip students with the skillsto communicate fluently in both spoken andwritten Chinese and meet the increasing demandfor intercultural exchange in today’s globalizedworld. By learning Chinese， students enhance theirability to engage with the international community，deepening their cross-cultural understanding andcommunication skills.

此外，漢語教學(xué)還旨在培養(yǎng)學(xué)生對漢字書籍和其他印刷品的閱讀和理解能力。這一點在科學(xué)和非科學(xué)領(lǐng)域尤為重要，因為無論是在文學(xué)、語言教學(xué)、經(jīng)濟學(xué)還是在社會學(xué)等領(lǐng)域，對漢語文獻(xiàn)的深入理解和掌握都是不可或缺的。

In addition to language proficiency， Chineselanguage education focuses on helping studentsmaster Chinese characters and comprehend writtenmaterials. This skill is essential not only for personalenrichment but also for academic and professionalpursuits in fields like literature， language teaching，economics， and the social sciences， where a solidgrasp of Chinese is invaluable.

在印尼，漢語和漢語教學(xué)的推廣和實施，不僅有助于提升國家的教學(xué)水平和國際競爭力，還為學(xué)生提供了寶貴的語言資源和文化知識，使他們能夠在全球化的世界中更好地定位自己，發(fā)揮自己的潛力。通過這些教學(xué)活動，印尼正在積極構(gòu)建一個多元化、包容性強的教學(xué)體系，為學(xué)生打開通往世界的大門，促進(jìn)文化交流與理解，推動社會的整體進(jìn)步與發(fā)展。

The promotion and expansion of Chineselanguage education in Indonesia contribute notonly to raising national educational standardsand global competitiveness but also to providingstudents with valuable linguistic and culturaltools. These tools enable them to better navigate aglobalized world and open up new opportunities forpersonal success. Through these educational efforts，Indonesia is fostering a diverse and inclusive learningenvironment that encourages cultural exchange，understanding， and overall societal progress.

為了實現(xiàn)這一目標(biāo)，教學(xué)改進(jìn)工作由國家教學(xué)部的初中教學(xué)總局和高等教學(xué)總局聯(lián)合中國—印尼研究項目的理論或應(yīng)用語言學(xué)專家共同開展。這些專家將負(fù)責(zé)制定課程、教學(xué)大綱和教材，并承擔(dān)起教師培訓(xùn)的重任。

Efforts to enhance Chinese language educationare being spearheaded by the Junior and SeniorHigh School Education Bureaus under Indonesia’sMinistry of Education， Culture， Research andTechnology， in collaboration with linguists from theChina-Indonesia Research Project. These expertsare responsible for developing curricula， syllabi，and teaching materials， as well as overseeing theimportant task of teacher training.

在教學(xué)體系中，課程、教師和學(xué)生構(gòu)成了一個相互依存和相互作用的三角關(guān)系。課程的設(shè)計和實施旨在反映學(xué)生在特定學(xué)科領(lǐng)域的成就和能力，這不僅為學(xué)生提供了必要的知識和技能，而且使他們能夠在畢業(yè)后將所學(xué)應(yīng)用于職場，實現(xiàn)理論與實踐的有效結(jié)合。而課程的成功實施，以及學(xué)生能力的有效培養(yǎng)，又都依賴于知識淵博的教師的支持。這些教師不僅需要具備深厚的專業(yè)知識，還應(yīng)該能夠根據(jù)專業(yè)領(lǐng)域的最新發(fā)展和工作場景的具體需求有效地傳授這些知識給學(xué)生。教師的專業(yè)素養(yǎng)和教學(xué)能力對于激發(fā)學(xué)生的學(xué)習(xí)興趣、引導(dǎo)他們的學(xué)術(shù)探索和職業(yè)發(fā)展具有至關(guān)重要的作用。當(dāng)教師、學(xué)生和課程這三個要素之間的相互作用達(dá)到最佳狀態(tài)時，這樣的教學(xué)環(huán)境將促進(jìn)學(xué)生的全面發(fā)展，使他們能夠在未來的職業(yè)生涯中取得成功。

In this educational framework， the curriculum，te a che r s ， and s tudent s form a dynam i c ，interconnected system. The curriculum is designedto reflect students’ achievements and competenciesin key subjects， providing them with both knowledgeand practical skills they can use in the workplace aftergraduation and bridging the gap between theoreticallearning and real-world application. However， thesuccess of the curriculum and students relies heavilyon the expertise of teachers， who must stay up to datewith the latest developments in their fields and adjusttheir teaching to meet the evolving demands of theworkplace. Teachers play a pivotal role in ignitingstudents’ passion for learning， guiding their academicjourney， and supporting their career development.When teachers， students， and the curriculum worktogether in harmony， the educational experiencepromotes well-rounded student development，equipping them to succeed in their future endeavors.

三、 印尼漢語教學(xué)資源的構(gòu)建與優(yōu)化

3. Development and Optimizationof Chinese Language TeachingResources in Indonesia

印尼的漢語教學(xué)資源開發(fā)與優(yōu)化可以細(xì)分為師資、教材和課程三大核心領(lǐng)域。在師資建設(shè)方面，孔子學(xué)院的成立顯著提升了印尼漢語教師的規(guī)模與教學(xué)水平。我們還應(yīng)更加關(guān)注教材和課程的完善。印尼政府高度重視漢語教學(xué)的進(jìn)展，并已通過法律條文確立了相關(guān)課程標(biāo)準(zhǔn)。這些標(biāo)準(zhǔn)對印尼漢語教材和參考資料的制定產(chǎn)生了深遠(yuǎn)影響。印尼政府特別強調(diào)漢語的使用不僅是為了在特定領(lǐng)域內(nèi)與中國社會進(jìn)行交流，更是印尼人身份認(rèn)同的一部分。因此，在編寫教材和參考書籍時，應(yīng)重視將中國常用詞匯納入其中，并根據(jù)不同的應(yīng)用場景進(jìn)行分類整理。

The development and optimization of Chineselanguage teaching resources in Indonesia can be groupedinto three key areas： teacher training， textbooks， andcurricula. The establishment of Confucius Instituteshas greatly expanded both the number and quality ofChinese language teachers in the country. However， morefocus is needed on improving the quality of textbooksand curricula. The Indonesian government has placed ahigh priority on advancing Chinese language educationand has set curriculum standards through legislation.These standards have had a significant influence onthe development of Chinese textbooks and referencematerials in Indonesia. Importantly， the governmentstresses that Chinese language instruction is not only forcommunication with Chinese-speaking communitiesbut also serves as part of Indonesia’s cultural identity. As such， it is vital that textbooks and reference materialsinclude commonly used Chinese vocabulary， organizedaccording to real-world situations.

此外，隨著科技的蓬勃發(fā)展，印尼漢語教學(xué)領(lǐng)域的相關(guān)要求也在不斷發(fā)展。在印尼漢語教學(xué)中，注重培養(yǎng)學(xué)生的批判性思維和創(chuàng)造力。除了知識獲取，學(xué)生還需要發(fā)展社交和軟技能。因此，采用新的教學(xué)方法鼓勵學(xué)生獨立探索和探究，對于幫助學(xué)生為適應(yīng)現(xiàn)代工作環(huán)境做好準(zhǔn)備至關(guān)重要。目前，在漢語教學(xué)中，電子詞典和學(xué)習(xí)軟件的使用已經(jīng)成為不可避免的趨勢。教師需要決定學(xué)生可以使用哪種詞典作為參考工具。同時，教師也需要持續(xù)監(jiān)督學(xué)生的使用，以確保他們不過度依賴它們。

With rapid advancements in technology， the needsof Chinese language education in Indonesia are alsoevolving. The current focus extends beyond languageacquisition to fostering students’ critical thinking andcreativity. In addition to gaining knowledge， studentsare expected to develop social and soft skills. This shiftrequires the adoption of new teaching methods thatpromote independent exploration and inquiry. Theuse of digital tools， such as electronic dictionaries andlearning apps， has become an integral part of Chineselanguage instruction. Teachers play a crucial role inguiding and monitoring students on the appropriate useof these tools， ensuring that they are not overly relianton them.

四、 印尼漢語教學(xué)面臨的主要

4. Key Issues and ImprovementStrategies in Chinese LanguageTeaching in Indonesia

鑒于印尼政府對漢語學(xué)習(xí)設(shè)定了明確的課程標(biāo)準(zhǔn)，準(zhǔn)備好符合這些標(biāo)準(zhǔn)的教材和輔助材料顯得尤為重要。例如，印尼著名的出版社Gramedia Pustaka Utama 出版了何米娜教授主編的《漢語—印尼語基礎(chǔ)詞典》。這本詞典提供了一個全面的詞匯信息框架，涵蓋了各個專業(yè)領(lǐng)域的詞匯，如醫(yī)學(xué)、體育等，為學(xué)生提供了寶貴的學(xué)習(xí)資源。除了以參考書的形式提供特定領(lǐng)域的詞匯資源，我們還需要幫助印尼的漢語學(xué)習(xí)者掌握漢語成語，并通過這些詞匯介紹中國文化。

With the Indonesian government establishingclear curriculum standards for Chinese languageeducation， it’s essential to develop textbooks andsupplementary materials that align with theseguidelines. One example is the Kamus DasarMandarin-Indonesia （Basic Chinese-IndonesianDictionary）， edited by Professor Hermina Sutami andpublished by Gramedia Pustaka Utama， which offersa comprehensive vocabulary framework coveringfields like medicine and sports. This resource providesvaluable support for students by offering specializedvocabulary. In addition to these resources， it’s equallyimportant to help Indonesian learners grasp Chineseidioms， using them as a gateway to deeper culturalunderstanding.

在印尼，漢語學(xué)習(xí)者普遍使用的紙質(zhì)詞典主要分為雙語詞典和釋義詞典兩大類。然而，面對中國社會實際使用的豐富詞匯，這些傳統(tǒng)詞典在幫助學(xué)習(xí)者全面掌握漢語方面存在局限。為了克服這一難題，漢語分類詞典的引入顯得尤為關(guān)鍵。例如，蘇新春教授主編的《現(xiàn)代漢語分類詞典》通過將詞匯按照相關(guān)領(lǐng)域進(jìn)行細(xì)致分類，不僅滿足了印尼政府對漢語教學(xué)的高標(biāo)準(zhǔn)要求，而且為教材編寫和教學(xué)實踐提供了寶貴的參考。這種分類法不僅有助于學(xué)習(xí)者更系統(tǒng)地學(xué)習(xí)詞匯，而且也使得詞匯學(xué)習(xí)更加貼近實際應(yīng)用場景。此外，為了進(jìn)一步提高學(xué)習(xí)者對漢語詞匯的深入理解，需要采用能夠?qū)卧~的含義與印尼本土文化的思維方式聯(lián)系起來的教學(xué)方法。這樣，學(xué)生才能更深入地掌握詞匯。

In Indonesia， students primarily rely on twotypes of dictionaries： bilingual dictionaries andexplanatory dictionaries. However， these traditionalresources often fall short in helping learners fullyunderstand the richness of modern Chinesevocabulary. To address this， introducing categorizedChinese dictionaries is crucial. For example，Professor Su Xinchun’s Modern Chinese ClassifiedDictionary organizes vocabulary into thematiccategories， making it easier for learners to studywords relevant to different fields. This not only alignswith the Indonesian government’s high standardsfor Chinese language education but also provides asolid reference for both textbook development andteaching practices. Categorizing vocabulary helpslearners study more systematically and relate wordsto real-world applications. Additionally， teachingmethods that connect word meanings with thecultural ideas behind them can deepen students’mastery of the language.

與此同時，漢字作為漢語的重要組成部分，其學(xué)習(xí)同樣不容忽視。鑒于學(xué)生習(xí)慣于使用電子設(shè)備輸入漢字，他們的漢字書寫能力可能會有所下降。因此，將相互關(guān)聯(lián)的漢字進(jìn)行分類教學(xué)，例如，將與自然相關(guān)的漢字進(jìn)行分組，將有助于學(xué)生更好地學(xué)習(xí)漢字，提高書寫能力。

Moreover， Chinese characters， a fundamentalaspect of the language， should not be overlooked.With students increasingly using digital devices toinput Chinese characters， handwriting skills are atrisk of declining. Grouping characters thematically，such as organizing those related to nature， canimprove students’ comprehension of the charactersand reinforce their writing abilities.

漢語是一種具有巨大潛力的語言，印尼的漢語教學(xué)需要不斷探索和創(chuàng)新，通過引入漢語分類詞典、采用有效的教學(xué)方法以及重視漢字學(xué)習(xí)等，來提高學(xué)習(xí)者的語言技能。這將不僅有助于提高印尼漢語學(xué)習(xí)者在全球化背景下的跨文化交流能力，也為他們的職業(yè)發(fā)展提供更多的可能性。

Chinese is a language with vast potential， andcontinuous innovation is key to improving Chineselanguage education in Indonesia. By introducingcategorized dictionaries， adopting effective teachingmethods， and placing a stronger emphasis oncharacter learning， students can make significantstrides in their language skills. This will not onlyboost their cross-cultural communication abilitiesin an interconnected world but also open up greaterprofessional opportunities.