白羅米

羅馬尼亞布加勒斯特大學中文系主任

我很榮幸應漢辦的邀請在今年的國際中文教育大會開幕式上發言。首先要感謝漢辦給我提供這樣一個機會與各位分享羅馬尼亞的漢語教學現狀。

羅馬尼亞漢語教學有著悠久的歷史。1960 年布加勒斯特大學成立了漢語專業。布大漢語言專業有碩士點和博士點。目前，羅馬尼亞有6 所大學開設了漢語言學專業。每年招收漢語專業的本科生近200 人，碩士近10人，2019年在讀的博士生一共6人。

孔子學院有力地促進了當地高校漢語言專業的設立。除了布加勒斯特大學中文專業外，另外三所孔院的外方合作院校都是在孔院建立之后，在孔院的積極推動下成立了漢語言專業?？鬃訉W院在推動羅馬尼亞漢語教學方面發揮著舉足輕重的作用。2007 年由北京語言大學和錫比烏盧奇安·布拉卡大學合作建立了羅馬尼亞第一所孔子學院。此后，羅馬尼亞相繼建立了克盧日巴比什·波雅依大學孔子學院、布拉索夫特蘭西瓦尼亞大學孔子學院和布加勒斯特大學孔子學院。目前，羅馬尼亞共有4 所孔子學院，1 個獨立孔子課堂和10 所孔院下屬孔子課堂。另外，各孔院又在周邊城市下設一些中小學漢語教學點，共計近100 個，分布在羅馬尼亞12 個大中小城市。

2016 年6 月25 日，羅馬尼亞教育部批準了布大孔院的申請，正式發文確認漢語列入中小學最新外語語言課程名單，這標志著漢語正式進入羅國民教育體系，羅中小學漢語教學迎來了新的里程碑。學生在高考時，可以選擇漢語作為外語考試科目。在羅馬尼亞教育體系中，漢語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院系統的漢語教學，正式教育形式指的是學生從五年級開始把漢語作為第二外語學習，或者漢語作為學校同一課程的主要部分。

盡管羅馬尼亞的漢語教學取得了很大成績，但是，仍然面臨許多現實的困難。其中最大的苦難是到目前為止還沒有一本適合羅馬尼亞學生學習的本土漢語教材。在漢語進入羅馬尼亞國民教育體系之后，羅教育部成立了《羅馬尼亞中小學漢語教學大綱》編寫組，完成了羅馬尼亞教育部認可的、和歐洲語言框架相對應的教學大綱。自此，以正式教育形式進行漢語教學的中小學越來越多，統一使用羅馬尼亞中小學漢語教學大綱。

但是，由于種種現實的困難，至今還沒有一本本土漢語教材。這個問題極大地阻礙了當地的漢語教學。另外一個主要困難是，由于羅馬尼亞公立學校教師編制有限，學校如果招聘本土漢語教師的話，極有可能面臨學習漢語的學生人少，教師工作量不滿的情況。因此，大部分的學校目前還不愿意招聘專職的本土漢語教師。這極大地束縛了漢語教學的推廣。

以上是羅馬尼亞的漢語教學現狀。

回頭看看，羅馬尼亞的漢語教學碩果累累；展望未來，任重道遠。

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.