Life in Canada: A Comparison between Chinese Schools in Montreal and Toronto

Fortunately, I have the opportunity to teach in the largest Chinese schools in Montreal and Toronto. With the development of society, there are more and more overseas Chinese, and many Chinese people hope that their descendants will have the opportunity to contact and learn the language and culture of China.

Chinese is the most abundant language with unique personality and charm among all ethnic groups in the world. Its writing has a history of more than 6000 years, which is both ancient and often new, and has the largest number of users. Since the 1940s, it has become one of the internationally recognized languages. These are all worthy of the pride of teachers and students in overseas Chinese schools. At the same time, Chinese teaching itself contains knowledge of the history and geography of the motherland, which is of great significance to overseas Chinese primary school students.

Chinese schools, as messengers of spreading China's traditional culture, play a very important role in Canada, especially among Chinese and their descendants.

According to incomplete statistics, there are about 15 to 20 Chinese schools in Montreal, which are established by church organizations, private organizations and private groups. Most of them are non-profit organizations and funded by the Quebec government.

There are more than 300 Chinese schools in greater toronto area, most of which are "after-school classes", weekend Chinese classes and summer camps. Some of them are set up by charities such as churches, and most of them are private.

In terms of quantity alone, the number of Chinese schools in Toronto is 15 times that in Montreal. There are about 500,000 Chinese in Toronto, 654.38+10,000 Chinese in Montreal, and the number of Chinese in Toronto is five times that in Montreal. Although the history of Chinese schools in Montreal is slightly longer than that in Toronto, the competition of Chinese schools in Toronto is obviously much fiercer than that in Montreal, and parents have wider choices.

Let's take two Chinese schools I teach in two places as examples to compare the similarities and differences of their Chinese education. I hope that the content summarized can play a little role in the development of Chinese education in the two places.

First of all, from the scale and curriculum:

Most Chinese schools in Canada give lectures on weekends.

The Chinese School in Montreal was founded in 1994, with more than 20 years' history, including more than 0/000 students and 0/000 teachers.

Besides Chinese, there are also courses such as mathematics, art, calligraphy, dance, martial arts, Go, English and French. English and French courses are mainly taught by local teachers in Canada, and individual adult English teachers are English majors from mainland China. The setting of these two courses is mainly based on the fact that Montreal is located in the French-speaking area, the English level of local students is weak, and the characteristics of many new immigrant families. Children need to take more French courses to keep up with the progress of local schools.

The Chinese school in Toronto has more than 600 students and 70 teachers, with a history of 15 years.

The school mainly teaches Chinese, and added math and calligraphy classes the year before last. In addition to weekend teaching, the school also organizes summer camps and spring break camps, and there are many kindergartens with "English-Chinese bilingualism" as the main course.

From the perspective of curriculum, Montreal is richer than Toronto, and Toronto is more specific, focusing on Chinese education. This is related to the differences in the dance, calligraphy and art training markets between the two cities. Because there are many Chinese in Toronto and the competition for other amateur training is fierce, it is particularly important to do a good job in Chinese education under such a market situation.

According to the fact that students come from different families, schools in the two places invariably divide Chinese education into "Chinese" classes for children from Putonghua families and "Happy Chinese" classes for children from non-Putonghua families. This has also attracted immigrant families from Chinese mainland and Hongkong, as well as local western families and Asian immigrant families to learn Chinese.

Second, from the perspective of teaching philosophy:

Schools in Montreal are one of the few "China Overseas Chinese Education Model Schools" in Canada. Its purpose is to promote Chinese culture overseas, teach and educate people, and lay the foundation for cultivating talents with all-round development in morality, intelligence, physique and beauty. The school emphasizes the teaching of Putonghua and simplified characters, and links Chinese teaching with the cultivation of students' motherland plot according to students' characteristics, so as to cultivate students' Chinese ability purposefully and pertinently.

Chinese schools in Toronto adhere to the route of "professional Chinese teaching", do not pursue the traditional business model of "big and complete, small and complete", and are committed to providing systematic, high-quality and effective professional Chinese teaching. The school requires education to be humanized, systematic, practical, localized and socialized.

At the beginning of the school, both schools took the lead in teaching Mandarin, simplified Chinese characters and Chinese Pinyin under the background of traditional Chinese characters and Cantonese. It can be seen that the founders of both schools are far-sighted!

Third, from the perspective of teachers:

As President Rong of Montreal School said, "Morality is not thick, quality is not high, and behavior is irregular." Principals of Chinese schools in both places are very strict in choosing teachers. They should not only have professional education experience in Chinese, but also have teaching experience at home or abroad. More importantly, they should be teachers with excellent moral character.

Interestingly, schools in Montreal never advertise for teachers in the media, but many teachers come here with great admiration, and everyone is full of hope to enter this "big family".

Whether in Montreal or Toronto, teachers are enthusiastic about teaching. Although there are only two hours in each class every week, everyone is seriously and fully prepared. Teachers are full of praise for "the infinite charm of Chinese characters". Everyone hopes to make overseas students close to Chinese and inspire students to feel and love the profound China culture.

Fourth, from the perspective of teaching management:

Chinese schools in both places rent classrooms in local universities with convenient locations for teaching, and they are all "Saturday schools".

Schools in Montreal are composed of a responsible and efficient management collective-Jiahua School Committee, including the principal, the provost, the treasurer and the general manager. In terms of teaching management, the school has also set up a number of teaching and research groups to discuss the teaching of Chinese, mathematics, English and art. The team leader will lead the team to communicate and coordinate, and improve the teaching level bit by bit.

Chinese schools in Toronto also have strict and scientific teaching management, which makes the school develop healthily and vigorously.

V. Starting from the preservation and inheritance of traditional culture:

As a disseminator of overseas Chinese culture, I think Chinese schools in Montreal and Toronto are doing very well. Every year, every major traditional festival in China, such as Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, Montreal schools are required to share special cultural explanations with students in class. On the curriculum, there are traditional Tai Ji Chuan, Tai Ji Chuan, Mulan Boxing, martial arts, calligraphy, children's folk dance and so on. As far as possible, the essence of China traditional culture will be passed down.

In the Chinese school in Toronto, teachers and students learn not only the main traditional festivals in China, but also the history and related culture of China. During the Spring Festival, there are traditional lion dance performances, homework exhibitions or traditional song and dance performances on campus. Let children feel the charm of China traditional culture in a foreign country.

It is worth mentioning that the traditional lion dance performance no longer exists in domestic schools, which makes many people feel distressed. It is gratifying that some excellent China traditional cultures have been preserved and developed overseas.

To sum up, I really want to thank the two female principals of Chinese school for their persistence, hard work, sureness and forge ahead. They not only have a harmonious family, but also have a meaningful career, which makes us feel heartfelt admiration and pride. With their hard work and sweat, they have become the most beautiful messengers to spread China culture overseas. Not only the teacher China thanked them, but also more overseas travelers thanked them for their boundless merits!

? Toronto, 20 14

Zheng Ling: Sagittarius, from Guangzhou;

Pen name: Wu Tongyu, Tong Tong Xiaoyu. Bachelor of Chinese Language and Literature in Peking University, Bachelor of Science in Guangzhou University, Master of Management in Shanghai University of Finance and Economics.

I am fascinated by writing and China education, recording my work and life in Canada, feeling the scenery along the way and meeting warm people and things.

In 2008, he resigned from domestic public office and began overseas Chinese education. Now living in Canada.

20 14 Toronto established "Inheriting Chinese School" to promote the traditional culture of China.

Published a collection of essays "Conference".

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