The Attitudes of the Younger-generation Chinese Malaysian toward Chinese Education: the Case of Students in "Du Zhong"

[[abstract]]馬來西亞的華文教育之獨特，是因為他除了屬於「教育」課題之外，同時也是在客觀環境的逼迫而被視為是一個爭取民族權益，訴求公平的社會運動，亦反射馬來西亞華人民族主義運動的軌跡；換言之，華文教育議題長久以來牽引大馬華人的文化卅身分認同與國家認同。華文教育的存續，過去也成了大馬華人「民族存亡」的標誌。然而，華教與大馬華人的民族情義節，在新世代的華人身上是否有什麼樣的變化，這是本研究所欲探討的。馬來西亞自1957年獨立建國以來，國家從傳統的農業社會發展到工業社會，在1980-90年代國家歷經快速工業化與高度經濟發展。在這一時代成長的華校高中生，依據Inglehart(1977)的論點，相較於上一代，在社會變遷過程涵化了新的價值體系。本研究試圖在社會變遷帶來價值體系替換的脈絡下，以現今就讀於獨中的華校高中生為對象，進行問卷調查，以瞭解其接受馬來西亞華文教育的動機與態度。[[abstract]]The historical development of Chinese Education in Malaysia, to a certain extent, reflected the development of the local Chinese nationalism. The existence of Chinese Education system in Malaysia was viewed an important symbol signifying the existence of the Chinese People; and a Chinese Malaysian’s attitude towards Chinese education was validly applied to examine Chinese Malaysian’s cultural/national identity. However, are these statements or propositions are still valid if we particularly look at the younger-generation Chinese Malaysian? With rapid industrialization, Malaysian society has transformed from a traditional agrarian society to an industrialized state since 1970s. For those grew up in “modern” time and had less experience of poverty than their predecessors, they might acquire a very different value system/world view than the older generation did (Inglehart, 1977). Through questionnaire survey with the Independent High School students, this study aims to understand these students’ views toward the education system in which they are currently involved.[[note]]碩