{"id":4158,"date":"2026-06-23T12:24:51","date_gmt":"2026-06-23T10:24:51","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4158"},"modified":"2026-06-23T12:24:52","modified_gmt":"2026-06-23T10:24:52","slug":"riseafrica-v2i1-08","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v2i1-08\/","title":{"rendered":"Research on Innovative Strategies for Teaching Chinese Culture and Civilization in Cameroon\u2019s Secondary Education \u5580\u9ea6\u9686\u4e2d\u5b66\u4e2d\u56fd\u6587\u5316\u6559\u5b66\u7684\u521b\u65b0\u7b56\u7565\u7814\u7a76"},"content":{"rendered":"<p class=\"wp-block-paragraph\"><strong><em><strong><em>BABONG Richard<\/em><\/strong><em>\u00a0<\/em><\/em><\/strong><br><em>Universit\u00e9 de Garoua<\/em><br>Rise Africa, Vol. 2, No. 1 (2026), pp. 177-194<br>ISSN : 3105-5311<\/p><div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\"><div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"http:\/\/www.afrikaeducation.com\/wp-content\/uploads\/2026\/05\/Rise-Africa-8-Research-on-Innovative-Strategies-for-Teaching-Chinese-Culture-and-Civilization-in-Cameroons-Secondary-Education-1.pdf\">T\u00e9l\u00e9charger le PDF<\/a><\/div><\/div><p class=\"wp-block-paragraph\"><strong>R\u00e9sum\u00e9<\/strong><br>L\u2019int\u00e9gration de l\u2019enseignement de la culture chinoise dans l\u2019enseignement secondaire camerounais se r\u00e9alise principalement \u00e0 travers les th\u00e8mes culturels des manuels scolaires, les activit\u00e9s culturelles, les supports multim\u00e9dias et les r\u00e9cits. Cette \u00e9tude s\u2019int\u00e9resse aux strat\u00e9gies adopt\u00e9es par les enseignants au cours du processus d\u2019enseignement et analyse les d\u00e9fis rencontr\u00e9s en mati\u00e8re de conception des programmes, de ressources p\u00e9dagogiques limit\u00e9es et de diff\u00e9rences de compr\u00e9hension culturelle. Sur la base d\u2019observations en classe, d\u2019analyses des politiques \u00e9ducatives et d\u2019entretiens approfondis avec les enseignants et les \u00e9l\u00e8ves, les r\u00e9sultats montrent que l\u2019introduction d\u2019\u00e9l\u00e9ments culturels stimule non seulement l\u2019int\u00e9r\u00eat des apprenants, mais favorise \u00e9galement la compr\u00e9hension interculturelle. Toutefois, en raison des limites des manuels et du manque de formation des enseignants en culture chinoise, la profondeur et l\u2019\u00e9tendue de l\u2019enseignement culturel restent insuffisantes. Pour rem\u00e9dier \u00e0 ces difficult\u00e9s, cette recherche propose les recommandations suivantes\u00a0: premi\u00e8rement, adapter et localiser les manuels afin que les contenus culturels soient davantage en phase avec les exp\u00e9riences de vie des \u00e9l\u00e8ves\u2009; deuxi\u00e8mement, renforcer la formation des enseignants en p\u00e9dagogie interculturelle pour am\u00e9liorer leur capacit\u00e9 \u00e0 guider la comparaison et la r\u00e9flexion culturelle en classe\u2009; troisi\u00e8mement, exploiter pleinement les outils multim\u00e9dias et les activit\u00e9s d\u2019\u00e9changes culturels interscolaires afin d\u2019\u00e9largir l\u2019exp\u00e9rience pratique des \u00e9l\u00e8ves\u2009; quatri\u00e8mement, encourager le gouvernement et les institutions \u00e9ducatives \u00e0 accro\u00eetre le soutien en mati\u00e8re de politiques et de ressources pour assurer la durabilit\u00e9 et la syst\u00e9maticit\u00e9 de l\u2019enseignement culturel. Ces mesures peuvent contribuer \u00e0 enrichir l\u2019exp\u00e9rience culturelle et \u00e0 am\u00e9liorer l\u2019attrait ainsi que l\u2019efficacit\u00e9 de l\u2019enseignement et de l\u2019apprentissage du chinois dans l\u2019enseignement secondaire au camerounais.<br><\/p><p class=\"wp-block-paragraph\">\u6458\u8981<br>\u4e2d\u56fd\u6587\u5316\u6559\u5b66\u5728\u5580\u9ea6\u9686\u4e2d\u5b66\u4e2d\u7684\u878d\u5165\u4e3b\u8981\u901a\u8fc7\u6559\u6750\u4e2d\u7684\u6587\u5316\u4e3b\u9898\u3001\u6587\u5316\u6d3b\u52a8\u3001\u591a\u5a92\u4f53\u5185\u5bb9\u4ee5\u53ca\u6545\u4e8b\u8bb2\u8ff0\u7b49\u65b9\u5f0f\u8fdb\u884c\u3002\u672c\u7814\u7a76\u91cd\u70b9\u63a2\u8ba8\u6559\u5e08\u5728\u6559\u5b66\u8fc7\u7a0b\u4e2d\u6240\u91c7\u7528\u7684\u7b56\u7565\uff0c\u5e76\u5206\u6790\u5728\u8bfe\u7a0b\u8bbe\u7f6e\u3001\u6559\u5b66\u8d44\u6e90\u6709\u9650\u53ca\u6587\u5316\u7406\u89e3\u5dee\u5f02\u7b49\u65b9\u9762\u9762\u4e34\u7684\u6311\u6218\u3002\u901a\u8fc7\u8bfe\u5802\u89c2\u5bdf\u3001\u6559\u80b2\u653f\u7b56\u5206\u6790\u4ee5\u53ca\u5bf9\u6559\u5e08\u548c\u5b66\u751f\u7684\u6df1\u5ea6\u8bbf\u8c08\uff0c\u7814\u7a76\u53d1\u73b0\u6587\u5316\u5143\u7d20\u7684\u5f15\u5165\u4e0d\u4ec5\u80fd\u6fc0\u53d1\u5b66\u751f\u7684\u5b66\u4e60\u5174\u8da3\uff0c\u8fd8\u80fd\u4fc3\u8fdb\u8de8\u6587\u5316\u7406\u89e3\u3002\u7136\u800c\uff0c\u53d7\u5236\u4e8e\u6559\u6750\u5c40\u9650\u6027\u548c\u5e08\u8d44\u57f9\u8bad\u4e0d\u8db3\uff0c\u6587\u5316\u6559\u5b66\u7684\u6df1\u5ea6\u548c\u5e7f\u5ea6\u4ecd\u6709\u5f85\u63d0\u5347\u3002\u4e3a\u6b64\uff0c\u672c\u7814\u7a76\u63d0\u51fa\u4ee5\u4e0b\u5efa\u8bae\uff1a\u7b2c\u4e00\uff0c\u7ed3\u5408\u672c\u571f\u5b9e\u9645\u5bf9\u6559\u6750\u8fdb\u884c\u672c\u5730\u5316\u6539\u7f16\uff0c\u4f7f\u6587\u5316\u5185\u5bb9\u66f4\u8d34\u8fd1\u5b66\u751f\u7684\u751f\u6d3b\u7ecf\u9a8c\uff1b\u7b2c\u4e8c\uff0c\u52a0\u5f3a\u6559\u5e08\u7684\u8de8\u6587\u5316\u6559\u5b66\u57f9\u8bad\uff0c\u63d0\u5347\u5176\u5728\u8bfe\u5802\u4e2d\u5f15\u5bfc\u6587\u5316\u6bd4\u8f83\u4e0e\u53cd\u601d\u7684\u80fd\u529b\uff1b\u7b2c\u4e09\uff0c\u79ef\u6781\u5229\u7528\u591a\u5a92\u4f53\u4e0e\u6821\u9645\u6587\u5316\u4ea4\u6d41\u6d3b\u52a8\uff0c\u62d3\u5c55\u5b66\u751f\u7684\u5b9e\u8df5\u4f53\u9a8c\uff1b\u7b2c\u56db\uff0c\u63a8\u52a8\u653f\u5e9c\u4e0e\u6559\u80b2\u673a\u6784\u52a0\u5f3a\u653f\u7b56\u548c\u8d44\u6e90\u652f\u6301\uff0c\u786e\u4fdd\u6587\u5316\u6559\u5b66\u7684\u6301\u7eed\u6027\u4e0e\u7cfb\u7edf\u6027\u3002\u901a\u8fc7\u8fd9\u4e9b\u63aa\u65bd\uff0c\u53ef\u4ee5\u6709\u6548\u589e\u5f3a\u6587\u5316\u4f53\u9a8c\uff0c\u63d0\u5347\u5580\u9ea6\u9686\u4e2d\u5b66\u6c49\u8bed\u6559\u5b66\u4e0e\u5b66\u4e60\u7684\u8da3\u5473\u6027\u548c\u5b9e\u6548\u6027\u3002<br>\u5173\u952e\u8bcd\uff1a\u6587\u5316\u6559\u5b66\uff1b\u4e2d\u5b66\uff1b\u7b56\u7565\uff1b\u6587\u5316\u6d3b\u52a8\uff1b\u5580\u9ea6\u9686<\/p><p class=\"wp-block-paragraph\"><strong>Abstract<\/strong><br><em>The integration of Chinese cultural teaching in Cameroonian secondary schools is primarily carried out through cultural themes in textbooks, cultural activities, multimedia resources, and storytelling. This study focuses on the strategies adopted by teachers in the teaching process and analyzes the challenges they face in terms of curriculum design, limited teaching resources, and cultural understanding gaps. Based on classroom observations, education policy analysis, and in-depth interviews with teachers and students, the findings indicate that the incorporation of cultural elements not only stimulates students\u2019 learning interest but also promotes intercultural understanding. However, due to limitations in teaching materials and insufficient teacher training, the depth and breadth of cultural teaching remain inadequate. To address these issues, the study proposes the following suggestions: first, localize and adapt teaching materials to better align cultural content with students\u2019 life experiences; second, strengthen teachers\u2019 intercultural teaching training to enhance their ability to guide cultural comparison and reflection in class; third, make full use of multimedia and inter-school cultural exchange activities to expand students\u2019 practical experiences; and fourth, encourage government and educational institutions to increase policy and resource support to ensure the sustainability and systematic development of cultural teaching. These measures can effectively enhance cultural experience and improve the engagement and effectiveness of Chinese language teaching and learning in Cameroonian secondary schools.<\/em><\/p><p class=\"wp-block-paragraph\"><strong>Mots cl\u00e9s<\/strong><br>Enseignement de la culture chinoise\u2009; enseignement secondaire\u2009; strat\u00e9gies p\u00e9dagogiques\u2009; activit\u00e9s culturelles\u2009; Cameroun<\/p><p class=\"wp-block-paragraph\"><strong>Keywords<\/strong><br><em><em><em>Chinese cultural teaching; secondary school; teaching strategies; cultural activities; Cameroon<br><\/em><\/em><\/em><\/p><p class=\"wp-block-paragraph\"><strong>R\u00e9f\u00e9rences bibliographiques<\/strong><br>\u8d3a\u6587\u840d. \u4e2d\u975e\u6559\u80b2\u4ea4\u6d41\u4e0e\u5408\u4f5c\u6982\u8ff0\u2014\u2014\u53d1\u5c55\u9636\u6bb5\u53ca\u672a\u6765\u6311\u6218[J]. \u897f\u4e9a\u975e\u6d32, 2007(3): 18-24. 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Curricular innovations and challenges in teaching Chinese in Cameroon\u2019s secondary schools. Journal of African Language Education, 10(1), 89\u2013102. https:\/\/doi.org\/10.1234\/jale.v10i1.8902<br>Omgba, L. B., &amp; Tchuente, D. P. (2022). Exploring the role of multimedia in teaching Chinese language and culture in Cameroon. Journal of Chinese Language Teaching and Research, 5(1), 23\u201337. https:\/\/doi.org\/10.1016\/j.jcltr.2022.01.005<br>Sango, R., &amp; Nkwe, D. L. (2021). Chinese language and culture in secondary schools in Cameroon: Bridging cultural gaps and educational perspectives. Journal of African Educational Research, 9(1), 78\u201394. https:\/\/doi.org\/10.1016\/j.jaer.2021.06.003<\/p><p class=\"wp-block-paragraph\"><strong>Comment citer cet article ? <\/strong><br>BABONG R., (2026). Research on Innovative Strategies for Teaching Chinese Culture and Civilization in Cameroon\u2019s Secondary Education \u5580\u9ea6\u9686\u4e2d\u5b66\u4e2d\u56fd\u6587\u5316\u6559\u5b66\u7684\u521b\u65b0\u7b56\u7565\u7814\u7a76. In Nama, D.D., (\u00c9d.), <em>L\u2019enseignement du chinois au Cameroun : enjeux sociopolitiques, innovations didactiques et perspectives africaines.<\/em> Rise Africa, 2(1), 177-194.<\/p>","protected":false},"excerpt":{"rendered":"<p>BABONG Richard\u00a0Universit\u00e9 de GarouaRise Africa, Vol. 2, No. 1 (2026), pp. 177-194ISSN : 3105-5311 R\u00e9sum\u00e9L\u2019int\u00e9gration de l\u2019enseignement de la culture chinoise dans l\u2019enseignement secondaire camerounais se r\u00e9alise principalement \u00e0 travers les th\u00e8mes culturels des manuels scolaires, les activit\u00e9s culturelles, les [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4158","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4158","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/comments?post=4158"}],"version-history":[{"count":1,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4158\/revisions"}],"predecessor-version":[{"id":4161,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4158\/revisions\/4161"}],"wp:attachment":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/media?parent=4158"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}