| Summary: | 碩士 === 國立臺灣師範大學 === 應用華語文學系 === 103 === Based on the spirit of our constitution, history, cultural heritage and long-term national development, the government recognizes the importance regarding the policy of overseas Chinese education. Hence, since 1951, the government has actively promoted a series of policies of the overseas Chinese education to encourage children of overseas Chinese to return for education ,and Myanmar overseas Chinese students have already begin to return for education at that time, which has been lasting except for several times stop because of different reasons. For the past decade, it has been stable that annually around 50 to 80 Myanmar overseas Chinese students have come to Taiwan for education. How do they accommodate the environment and questions they are facing are worthwhile to explore to bring benefit of overseas Chinese students counseling and policy of their education. This study aims to understand the educational and life experience of Myanmar overseas Chinese students’ studying in Taiwan during past 10 years and to focus on their learning adaptation, life adaptation, interpersonal relationship and participation of school clubs, etc. in order to have an in-depth investigation and to propose suggestions on overseas students counseling measures and policy making of overseas Chinese students and other aspects.
This research mainly used research method s of literature analysis, questionnaire survey and the interview. First, Literature analysis mainly explored education and counseling policy of overseas Chinese students; followed by questionnaire making with respect to their considering factors to select the university, study situation in school, part-time job experience, interpersonal relationship and participation of school clubs related problems, and a survey of “the educational and life experience of Myanmar overseas Chinese students’ studying in Taiwan” was conducted. Finally, in order to have a more thorough understanding, we had an in-depth interview with 10 Myanmar oversea Chinese students from the north, middle and southern national or private universities in Taiwan.
According to study results, we find the problems faced by students came from different areas of Myanmar are different, so is life experience; during their studying in Taiwan, not only is there a simple problem of “economic factor” we used to know but also their local Chinese education, interpersonal relationship in school and the policy of overseas Chinese students have directly and indirectly influence on students. In conclusion, we propose some suggestions on the local Chinese school education and the policy of overseas Chinese education for future reference.
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