雅加达某三语学校中小学生汉语学习工具使用现状及优化研究

A Study on the Current Situation and Optimization of Chinese Learning Tool Usage among Primary and Secondary School Students in a Trilingual School in Jakarta

摘要: 在中印尼教育合作持续深化的背景下，印尼民办三语学校已成为基础教育阶段汉语普及的核心阵地，移动数字化汉语学习工具逐步取代传统纸质工具书，成为中小学生课后汉语学习的核心辅助载体。为厘清雅加达本土三语学校中小学生汉语学习工具使用痛点、适配学情优化学习资源，本文以雅加达一所全日制民办三语学校368名小学、初中、高中学生为调研对象，采用文献研究法、问卷调查法、数据统计法，开展汉印双语问卷调查，系统分析学生工具使用偏好、使用行为、现存困境与功能需求。研究发现：该校学生数字化汉语学习工具使用率偏高，翻译软件为首选工具，学生对AI工具的感知有用性评价较高，主观喜好度也居于各类工具首位；受印尼语表音文字母语背景制约，学生核心学习需求集中在字音查询、双语释义、汉字书写、语法搭配四大板块，其中汉字形义对应、母语媒介释义是印尼中小学生区别于通用初级二语学习者的国别化特殊诉求；现阶段工具使用存在三大维度问题：学习者层面，低学段拼音能力薄弱、中文释义阅读理解困难、缺乏教师专业引导；产品层面，本土化双语释义缺失、无学段分层内容、语境翻译准确率不足；学校层面，无官方指定学习工具、无工具专项校本教学、纸质教辅配套不足。基于以上问题，本文从工具研发、校园教学、家校协同三个维度提出优化策略：分层搭建中小学学段专属词库、完善印英汉三语释义体系、优化低门槛操作功能；校方筛选合规学习工具、开设工具使用校本课程；家校联动管控工具使用行为，规避工具过度依赖。本研究补齐印尼基础教育低龄汉语学习者工具使用实证研究短板，为印尼华文数字化教学、国别化汉语学习工具本土化改良提供实证参考。

Abstract: Against the background of deepening educational cooperation between China and Indonesia, private trilingual schools in Indonesia have become a core position for Chinese popularization in basic education. Digital Chinese learning tools have gradually replaced traditional paper reference books and become key auxiliary carriers for primary and secondary school students’ after-class Chinese learning. To clarify the pain points of using Chinese learning tools and optimize learning resources adapted to local learning conditions, this paper selects 368 primary, junior and senior high school students from a full-time private trilingual school in South Jakarta as research subjects. By using literature research, questionnaire survey and data statistics methods, this paper conducts bilingual questionnaires in Indonesian and Chinese to analyze students’ tool preference, usage behavior, difficulties and functional demands. The research shows that digital Chinese learning tools are widely used among students, translation software is the first choice. Students give relatively high evaluation on the perceived usefulness of AI tools, and their subjective preference for AI tools ranks first among all types of tools. Constrained by the phonographic nature of Indonesian writing system, students’ core learning demands focus on Chinese pronunciation, bilingual definition, character writing and grammar collocation. Among them, establishing form-meaning mapping of Chinese characters and acquiring definitions mediated by mother tongue are Indonesiaspecific demands distinguishing local primary-secondary learners from general L2 beginners. Students’ core learning demands focus on Chinese pronunciation, bilingual definition, character writing and grammar collocation. There are three-dimensional problems in tool application: for learners, lower-grade students have weak Pinyin ability and difficulty in understanding Chinese definitions without teachers’ guidance; for tool products, localized bilingual interpretation is insufficient, content lacks grade division, and contextual translation accuracy is low; for schools, there are no officially designated learning tools, no special school-based courses, and insufficient paper teaching aids. This paper puts forward optimization strategies from tool development, campus teaching and home-school collaboration: building grade-specific vocabulary banks, improving Indonesian-English-Chinese trilingual definition system, reducing operation threshold; selecting compliant learning tools and offering tool application courses; regulating students’ tool use behavior jointly by families and schools to avoid over-reliance. This study fills the empirical research gap on young Indonesian Chinese learners, and provides practical reference for digital Chinese teaching and localized optimization of Chinese learning tools in Indonesia.