Master of Arts

技术与教育的融合日益密切，国际中文教育的数字化进程也逐步加快，视频已经成为国际中文教学的重要工具和资料。但是，现存的许多国际中文视频课程质量参差不齐，许多视频创设者由于语言习得理论薄弱、教学方法单一、技术支持不足以及无法将其巧妙结合应用等原因，对教学视频的设计和规划存在问题。

因此，本文以TPACK框架,即Technological Pedagogical Content Knowledge framework——技术教学法学科内容知识框架为指导，从学科内容知识(CK, Content Knowledge)、教学法知识(PK, Pedagogical Knowledge)、技术知识(TK, Technological Knowledge)、技术学科内容知识(TCK, Technological Content Knowledge)、技术教学法知识(TPK, Technological Pedagogical Knowledge)、教学法学科内容知识(PCK, Pedagogical Content Knowledge)以及共同组成的技术教学法学科内容知识(TPACK, Technological Pedagogical Content Knowledge)共同体这七个组成部分入手，对选取的国际中文教学视频课程进行描述、统计和分析，探索各部分相互作用对教学产生的影响。通过案例分析和统计分析的研究方法，分析中文视频课程内容设计需考虑的要素，整理教学法的应用，优化教育技术对视频呈现的支持，探索创设高质量国际中文视频课程的设计原则，推进国际中文教育数字化领域的发展。

本文通过对中文联盟出品的YCT标准课程(4级下)[英文版] 中43个视频进行转录、统计和批判性分析，讨论视频课程创设的框架和原则，总结出创设优质国际中文教育视频课程的建议，以期对教学有帮助。本研究突出基于实践和现况分析探索的价值，为创设优质的国际中文视频课程提供见解和方法。

自新加坡独立之后，在华文教育上有过多次尝试，期间编撰了多个版本的华文教材来适应不同的语言政策和教学制度。不同于如今新加坡“一纲一本”的统编教材，该时期的教材由各出版社按照教育部公布的教学大纲进行编写出版。深入研究这段时期的教材，不仅有助于揭示“一纲多本”时期教材的特色，还能探究本土化教材兴起期间的各种尝试与创新。这对于理解该时期教材中汉字编排的逻辑和规律、评估其存在的问题，具有重要意义。

考虑到这些背景因素，本文将对1965-1979年期间的四套教材进行详尽的汉字分析。本研究首先对教材中的汉字量、种类及频率进行综合统计，并对这些汉字的部件和笔画进行细致标注。其次，基于统计结果，我们将从历时与共时两个维度量化分析数据，总结出各教材的共性和特性。接着，参照《常用字表》将教材中的汉字分类，并整理出四套教材中的共有字与差异字，从而归纳出教材字种选择上的规律。最后，本文将从笔画和部件层面分析四套教材的特点。通过以上分析，对建国初期教材汉字进行量化分析，旨在揭示教材中汉字编排的内在规律与显著特点，总结出历史教材的优点与局限，并据此为新加坡现代华文教学的发展提供创新的见解和建议。

Since gaining independence, Singapore has been multiple attempts in the field of Chinese education, with various versions of Chinese textbooks compiled to adapt to different language policies and educational systems. Unlike the current "one syllabus, one textbook" approach, textbooks during that period were published by various publishing houses according to the syllabi announced by the Ministry of Education. A thorough study of the textbooks from this period not only helps reveal the characteristics of the "one syllabus, multiple textbooks" era but also explores the various attempts and innovations during the rise of localized textbooks. This is significant for understanding the logic and rules behind the arrangement of Chinese characters in the textbooks of that period, and for evaluating the issues that existed.

Considering these background factors, this paper will conduct an exhaustive analysis of Chinese characters in four sets of textbooks from the period 1965-1979. The research will first compile comprehensive statistics on the quantity, variety, and frequency of Chinese characters in the textbooks, and provide detailed annotations on the components and strokes of these characters. Based on the statistical results, we will conduct a diachronic and synchronic quantitative analysis to summarize the commonalities and characteristics of each textbook. Then, referring to the "Common Character List," the characters in the textbooks will be categorized, and the common and different characters among the four sets of textbooks will be sorted out, thereby deducing the pattern of character selection in the textbooks. Lastly, the paper will analyze the features of the four sets of textbooks at the level of strokes and components. Through the above analyses, the paper aims to reveal the inherent logic and significant features of the arrangement of Chinese characters in the textbooks, summarize the strengths and limitations of historical textbooks, and thereby provide innovative insights and suggestions for the development of modern Chinese education in Singapore.