印尼華文政策鬆綁後之華文教育發展──以西爪哇省為例

The Development of Chinese Education after the Relaxation of the Chinese Policy in Indo-nesia - A Case study of West Java Province

本文旨在探討印尼自西元2000年華文政策鬆綁後，近20年來華語教育現況與發展，並以西爪哇省作為主要調查地區，闡述各教育階層和各類型學校華文教育推動及發展之現況，並探討印尼華文教育發展的影響因素與面臨的困境。本文採取移地研究，親赴當地進行學校訪察、相關人士訪談及資料文件蒐集與分析，共參訪西爪哇省7座城市之近40個華文教育機構，並深入訪談60餘位當地華社人士及華校教師。據訪談結果與資料分析顯示，重新開放後之印尼華文教育發展主要由華社、華商等組織創辦的三語學校（即印尼語、英語和華語）來帶動。西爪哇省三語學校集中分布於萬隆地區，透過每周至少10堂華文課的規劃，確保學生學習華文的時數，資源充足且獲得資方支持的學校，能聘請到臺灣及中國大陸專業華文教師，因此整體教學成果較為顯著。其他縣市、鄉鎮的華文教育推動在缺乏各種有利條件下則顯得困難艱辛。整體西爪哇地區的華文教育發展面臨以下五種困境：（一）缺乏明確的華語教學定位；（二）華文的學科地位影響學習心態；（三）師資存在老化與數量不足的問題；（四）缺少量身訂做的教師培訓課程；（五）缺乏印尼語版本系統性與本土化兼具的教材。但隨著印尼和華語地區雙邊貿易和教育交流日趨頻繁，未來學習華語的人口將呈現快速的成長。

The purpose of this study is to explore the current situation of Chinese language education in Indonesia since the loosening of the Chinese policy in 2000. The West Java Province is chosen for the main research field. The promotion and development process of Chinese education in all educational levels and schools is closely examined. The researchers focus on exploring the key factors and predicaments of the development of Chinese education in Indonesia. The researchers undertake ex situ study, conducting persistent local school observations, extensive interviews with stakeholders, and document analysis based on nearly 40 Chinese educational institutions in seven cities in West Java. During the research period, more than 60 local Chinese community members and Chinese teachers were interviewed. Interview results and data analysis reveal that the development of reopening Chinese education in Indonesia is mainly driven by trilingual schools（includes Indonesian, English and Chinese as learning languages）founded by Chinese organizations and Chinese businessmen. Trilingual Schools are concentrated in the Bandung area of West Java. Through the planning of at least 10 Chinese lessons per week, to ensure that students have enough hours to learn Chinese. The schools with sufficient resources and support from the capital can hire professional Chinese teachers from Taiwan and mainland China, so the overall teaching results are more significant. The promotion of Chinese education in other counties is difficult and arduous in the absence of various favorable conditions. The development of Chinese education in West Java as a whole faces the following five dilemmas: (1) lack of a clear position of Chinese language teaching; (2) the status of Chinese language discipline affects the learning attitude; (3) the problem of aging and insufficient number of teachers; (4) lack of tailor-made teacher training courses; (5) lack of Chinese textbooks that are both systematic and localized for Indonesian. As the bilateral trade and educational exchanges between Indonesia and the Chinese-speaking regions become more frequent. It is expected that Chinese will become one of the main languages for foreign language learning in Indonesia, and the population of Chinese learning will show rapid growth in the future.