new chinese language curriculum parents forum 29 apr 2006 the singapore education service - moulding...
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New Chinese Language New Chinese Language Curriculum Curriculum
Parents Forum 29 Apr 2006
The Singapore Education Service - Moulding the Future of Our Nation
Chinese Language Curriculum and Pedagogy Review Committee set up in Feb 2004 in response to changing home background of students
BackgroundBackground
Generational Shifts in Use of CL in HomesGenerational Shifts in Use of CL in Homes
Dominant Home Language for P1 Chinese students
0
10
20
30
40
50
60
70
80
1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006
English Chinese Chinese Dialects
Differentiated Objectives Differentiated Objectives for Range of CL Studentsfor Range of CL Students
All CL students: enthuse them to learn CL Majority of students: focus on oral
communication and reading; writing to reinforce language skills
Students with ability and interest: develop fluency in all four language skills and good understanding of Chinese culture
Core group of students: achieve both high proficiency in four language skills and an intuitive understanding of culture and contemporary developments in China
Key RecommendationsKey Recommendations
New CL Curriculum for Primary Schools
New Pedagogical Approach Modular Approach
The Pedagogical The Pedagogical ApproachApproach
多听多说Listen and Speak More
读写跟上Follow on with
Reading and Writing
有效识字Recognise Characters
Effectively快乐学习Enjoy
Chinese Language Learning
Listen and Speak MoreListen and Speak More
Language learning begins with ability to converse in the language
Knowing sounds and tones of a language will help students link sounds and meanings
Students will be actively encouraged to express themselves using the language
Recognise Characters Recognise Characters EffectivelyEffectively
A range of character recognition strategies will be taught explicitly to students
No “one-size-fits-all” strategy Teachers and students will be
encouraged to adapt strategies to suit their needs
Character Recognition Character Recognition StrategiesStrategies
Pinyin Romanization Approach(注音识字 )
Pictorial Approach (看图识字 )
Rhythmic Approach (韵语识字 )
IT-based Approach (电脑识字 )
Character Logic Approach (字理识字 )
Word Family Approach (字族文识字 )
Character RecognitionCharacter Recognition
Character Recognition Character Recognition StrategiesStrategies
Character Logic Approach (字理识字 ) 人 : a single person 从 , with two “ 人” : to follow or join
another person 众，with three “ 人 : a sizeable number of
people and usually means a crowd
木 : wood or a tree 林 with two “木” : forest 森 with three “ 木” : jungle
Character Recognition Character Recognition StrategiesStrategies
Word Family Approach (字族文识字 )
有水把茶泡，有饭能吃饱。有足快快跑，有手轻轻抱。
Teaching ReadingTeaching Reading
Early reading helps students acquire the language faster
It helps students consolidate characters learnt
Children love stories Teach students reading strategies
explicitly
Script WritingScript Writing
Script writing will be given less emphasis in lower primary
At the onset, students will learn to write mostly basic characters and characters they commonly encountered in their daily life
It will help students appreciate the form of CL characters
Script WritingScript Writing
Not required to write the characters many times
Augment with structured processes such as writing using fingers ( 书 ) demonstration ( 示 ) tracing ( 描 ) evaluating ( 评 )
Essay WritingEssay Writing
Essay writing skills will be taught systematically
At lower primary, students will be taught to compose simple sentences (写话 )
As they move up the levels:Sentences→Paragraphs→Short Essays
(写段 ) (写篇 )
sound
音
form
形Listen and speak more
Recognise characters effectively
Early ReadingWriting
meaning
义汉字汉字
Incorporate learner’s experience
Enjoy
learning
CL
Modular ApproachModular Approach
Greater customisation and flexibility
Students with little or no home CL exposure
70-80%
Core Module
20-30%
BridgingModule
Core Module
70-80%
Students with interest and ability
20-30%
Enrichment module
70-80%
Core ModuleMajority of
students
Modular Approach (P1-2)Modular Approach (P1-2)
School-based
Curriculum20-30%
B
R
R
B
PSLE
C
C
C
C
C
C
E
E
E
E
E
E
P1
P2
P3
P4
P5
P6
PSLE - only Core ModulesPSLE - only Core ModulesLegendB: BridgingR: ReinforcementC: CoreE: Enrichment
Student GroupingStudent Grouping
P1 students are divided into B/C/E groups based largely on: teacher’s evaluation of students’
language competency (e.g. through daily communication, classroom performance and P1 results)
home language background
Pilot Instructional Pilot Instructional MaterialsMaterials
Greater emphasis on oral and reading
Comparison of Existing & Comparison of Existing & Pilot MaterialsPilot Materials
Existing Pilot
1. Textbook课本
1. Textbook课本
2. Workbook作业本
2. Activity Book (includes writing)活动本
3. Writing Exercise Book 习字本子
3. Character Cards字宝宝
Comparison of Categories Comparison of Categories of Charactersof Characters
Existing Textbook Pilot Textbook
1. Characters for Reading
1. Characters for Reading
2. Characters for Writing
2. Characters for Writing
3. “Meet-Once” Characters 见面字
Categories of CharactersCategories of Characters
Characters for Writing 识写字 Required to read and write these
characters Characters for Reading 识读字
Required to read these characters only “Meet-Once” Characters 见面字
To retain the authenticity of the passages
Only required to read these characters in context
New Structure forNew Structure forTextbookTextbook
Core Module Complementary
Reading Language
activities Listening and
Speaking
Core ModuleCore Module
Main Passage Complementary reading
Core ModuleCore Module
Language activities Listening and speaking activities
New Structure forNew Structure forTextbookTextbook
Bridging Module Activities-based Enable students to acquire oral-aural
skills, as well as learn some vocabulary
Bridging ModuleBridging Module
Oral-Aural activities
Vocabulary of Core modules
New Structure forNew Structure forTextbookTextbook
Enrichment Module Extended Reading Students are not expected to learn
new characters
Enrichment ModuleEnrichment Module
Summary of Different ModulesSummary of Different Modules
Bridging Core EnrichmentOral-aural activities
Vocabulary of Core modules
Main PassageComplementary reading
Character recognition
Language activities
Listening and speaking activities
Extended reading
Preparing Schools for Preparing Schools for New CurriculumNew Curriculum
Seeding Pedagogical Seeding Pedagogical ChangeChange
Preparing Schools for Preparing Schools for New CurriculumNew Curriculum
Sharing sessionsSharing sessions
Training sessionsTraining sessions
Parent supportParent support
Parent SupportParent Support
Encourage children to speak to family members in both Chinese and English
Encourage your child to read good Chinese and English books Public libraries Books with attractive illustrations to
start the child Audio books, electronic books
Parent SupportParent Support
Expose your child to good Chinese and English television programmes, e.g. cartoons
Tap on the environment such as road signs and advertisements to engage your child in Chinese conversations during outings
Parent SupportParent Support
Parent SupportParent Support
Do not excessively correct children’s mistakes Build up their confidence Children are more willing to use the
language, thus, will acquire it better Allow the children to learn through
meaningful games
Parents’ FeedbackParents’ Feedback
Welcome feedback from Parents Schools will engage parents with their
customised communication efforts Parents could stay closely in touch
with schools and provide feedback to the teachers regarding different aspects of the curriculum (e.g. instructional materials, implementation measures etc)
Making CL Learning Making CL Learning Meaningful and EngagingMeaningful and Engaging