羅馬尼亞布加勒斯特大學(xué)中文系主任

我很榮幸應(yīng)漢辦的邀請(qǐng)?jiān)诮衲甑膰?guó)際中文教育大會(huì)開(kāi)幕式上發(fā)言。首先要感謝漢辦給我提供這樣一個(gè)機(jī)會(huì)與各位分享羅馬尼亞的漢語(yǔ)教學(xué)現(xiàn)狀。

羅馬尼亞漢語(yǔ)教學(xué)有著悠久的歷史。1960 年布加勒斯特大學(xué)成立了漢語(yǔ)專業(yè)。布大漢語(yǔ)言專業(yè)有碩士點(diǎn)和博士點(diǎn)。目前，羅馬尼亞有6 所大學(xué)開(kāi)設(shè)了漢語(yǔ)言學(xué)專業(yè)。每年招收漢語(yǔ)專業(yè)的本科生近200 人，碩士近10人，2019年在讀的博士生一共6人。

孔子學(xué)院有力地促進(jìn)了當(dāng)?shù)馗咝h語(yǔ)言專業(yè)的設(shè)立。除了布加勒斯特大學(xué)中文專業(yè)外，另外三所孔院的外方合作院校都是在孔院建立之后，在孔院的積極推動(dòng)下成立了漢語(yǔ)言專業(yè)?？鬃訉W(xué)院在推動(dòng)羅馬尼亞漢語(yǔ)教學(xué)方面發(fā)揮著舉足輕重的作用。2007 年由北京語(yǔ)言大學(xué)和錫比烏盧奇安·布拉卡大學(xué)合作建立了羅馬尼亞第一所孔子學(xué)院。此后，羅馬尼亞相繼建立了克盧日巴比什·波雅依大學(xué)孔子學(xué)院、布拉索夫特蘭西瓦尼亞大學(xué)孔子學(xué)院和布加勒斯特大學(xué)孔子學(xué)院。目前，羅馬尼亞共有4 所孔子學(xué)院，1 個(gè)獨(dú)立孔子課堂和10 所孔院下屬孔子課堂。另外，各孔院又在周邊城市下設(shè)一些中小學(xué)漢語(yǔ)教學(xué)點(diǎn)，共計(jì)近100 個(gè)，分布在羅馬尼亞12 個(gè)大中小城市。

2016 年6 月25 日，羅馬尼亞教育部批準(zhǔn)了布大孔院的申請(qǐng)，正式發(fā)文確認(rèn)漢語(yǔ)列入中小學(xué)最新外語(yǔ)語(yǔ)言課程名單，這標(biāo)志著漢語(yǔ)正式進(jìn)入羅國(guó)民教育體系，羅中小學(xué)漢語(yǔ)教學(xué)迎來(lái)了新的里程碑。學(xué)生在高考時(shí)，可以選擇漢語(yǔ)作為外語(yǔ)考試科目。在羅馬尼亞教育體系中，漢語(yǔ)可以作為正式和非正式兩種教育形式存在。非正式的教育形式就是指孔子學(xué)院系統(tǒng)的漢語(yǔ)教學(xué)，正式教育形式指的是學(xué)生從五年級(jí)開(kāi)始把漢語(yǔ)作為第二外語(yǔ)學(xué)習(xí)，或者漢語(yǔ)作為學(xué)校同一課程的主要部分。

盡管羅馬尼亞的漢語(yǔ)教學(xué)取得了很大成績(jī)，但是，仍然面臨許多現(xiàn)實(shí)的困難。其中最大的苦難是到目前為止還沒(méi)有一本適合羅馬尼亞學(xué)生學(xué)習(xí)的本土漢語(yǔ)教材。在漢語(yǔ)進(jìn)入羅馬尼亞國(guó)民教育體系之后，羅教育部成立了《羅馬尼亞中小學(xué)漢語(yǔ)教學(xué)大綱》編寫組，完成了羅馬尼亞教育部認(rèn)可的、和歐洲語(yǔ)言框架相對(duì)應(yīng)的教學(xué)大綱。自此，以正式教育形式進(jìn)行漢語(yǔ)教學(xué)的中小學(xué)越來(lái)越多，統(tǒng)一使用羅馬尼亞中小學(xué)漢語(yǔ)教學(xué)大綱。

但是，由于種種現(xiàn)實(shí)的困難，至今還沒(méi)有一本本土漢語(yǔ)教材。這個(gè)問(wèn)題極大地阻礙了當(dāng)?shù)氐臐h語(yǔ)教學(xué)。另外一個(gè)主要困難是，由于羅馬尼亞公立學(xué)校教師編制有限，學(xué)校如果招聘本土漢語(yǔ)教師的話，極有可能面臨學(xué)習(xí)漢語(yǔ)的學(xué)生人少，教師工作量不滿的情況。因此，大部分的學(xué)校目前還不愿意招聘專職的本土漢語(yǔ)教師。這極大地束縛了漢語(yǔ)教學(xué)的推廣。

以上是羅馬尼亞的漢語(yǔ)教學(xué)現(xiàn)狀。

回頭看看，羅馬尼亞的漢語(yǔ)教學(xué)碩果累累；展望未來(lái)，任重道遠(yuǎn)。

Luminita Balan

Director of the Department of Chinese Language and Culture of the University of Bucharest, Romania

It is a great honor for me to speak at the opening ceremony of the International Chinese Language Education Conference (ICLEC) upon the invitation of Hanban. First of all, I would like to thank Hanban for giving me this opportunity to share with you the status quo of Chinese language teaching in Romania.

Chinese teaching has a long history in Romania. In 1960, the University of Bucharest established a Chinese major. The Chinese major of the University of Bucharest offers both M.A. and Ph.D. programs. Currently, six Romanian universities have established Chinese major, with an annual enrollment of nearly 200 undergraduates and ten graduates. In 2019, there are six Ph.D.students in this major.

The Confucius Institute has greatly bolstered the setting up of Chinese major in Romanian higher education institutes. Except for the University of Bucharest, the Chinese major of the other three universities were set up after the founding of Confucius Institutes and actively promoted by them.The Confucius Institute plays a pivotal role in promoting Chinese teaching in Romania. In 2007, the first Confucius Institute in Romania was established in cooperation with Beijing Language and Culture University and Lucian Blaga University of Sibiu. Since then,Romania has successively established the Confucius Institute at Babes-Bolyai University, the Confucius Institute at Transilvania University of Bra?ov, and the Confucius Institute at the University of Bucharest. At present, there are 4 Confucius Institutes in Romania, 1 independent Confucius Classroom and 10 Confucius Classrooms. In addition, the Confucius Institutes also set up nearly 100 Chinese teaching sites in primary and secondary schools in surrounding cities, which are located at 12 Romanian cities.

On June 25, 2016, the Ministry of Education and Scientific Research of Romania (MESR) approved the application of the Confucius Institute at the University of Bucharest and officially issued confirmation to incorporate Chinese into the latest list of foreign language courses in primary and secondary schools. This marks the official entering of Chinese language into Romania’s national education system and a new milestone in the development of Chinese teaching in primary and secondary schools in the country. Students can choose Chinese as the foreign language test subject in their college entrance exams. In the education system in Romania, Chinese language serves as both formal and informal education.Informal education refers to the Chinese teaching in the Confucius Institute.Formal education means that students start to learn Chinese as a second foreign language from the fifth grade or take Chinese as the main part of school curriculum.

Despite the enormous progress in Chinese teaching in Romania, we are still faced with many difficulties. The biggest one is that by far, there is not yet a local Chinese textbook suitable for Romanian students. After the official incorporation of Chinese into the Romania’s national education system, the MESR of Romania established the compiling committee of Chinese Language Syllabus in Primary and Secondary Schools which finished the compiling of a syllabus recognized by the MESR of Romania and corresponded with the Common European Framework of Reference. Since then, more and more elementary and middle schools have conducted Chinese language teaching through formal education and they all used the Romanian Chinese language syllabus.

Nevertheless, due to various difficulties, a Romanian local Chinese textbook is not yet available, which has severely hindered Chinese teaching in our country. On top of that, staffing in Romanian public schools is limited,and if a school hires Romanian Chinese teachers, it is very likely that the teachers will have unsaturated workload because the school have a small amount of students learning Chinese, so most schools are reluctant to hire full-time local Chinese teachers, which has held back the promotion of Chinese teaching.

The aforementioned is the status quo of Chinese teaching in Romania.

Looking back, fruitful results have been yielded in Romanian Chinese teaching, but looking ahead, we still have a long way to go.