中学华文创意写作教学研究——以新加坡特选中学中一学生为例
The teaching of Chinese composition writing in Singapore is long influenced by examination format, which has led to a lack of creativity in the students’ writings. The Singapore Centre for Chinese Language initiated a one-year school-based pilot research in creative composition writing with a group of higher Chinese (HCL) students from a top independent and Special Assistance Plan (SAP) school. This design study is based on the theoretical framework of creative thinking and Selfdirected learning (SDL). The teaching and learning of creative composition writing are analyzed quantitatively and qualitatively with pre-/post-tests, and verified by triangulation of questionnaires, interviews and observations. Teaching materials are authentic and are based on topics closely related to the students’ daily life. The designs of the pedagogical activities within and beyond the classroom are highly innovative and diverse. Meanwhile, a blog was also set up to provide students with a platform catering to creative input, output and exchange. The results of this study show that the teaching of creative writing helps to reduce the rigidity of the students’ writing, and enhances their writing interest and quality. The positive findings of this research show that there is great potential for it to be further promoted.
新加坡華文寫作教學長期受到考試命題作文“指揮棒式”的影響而成為格式化的寫作，缺乏創意。有鑑於此，新加坡華文教研中心於 2011 年展開為期一年的先導性校本研究，針對一所特選中學裡的一班高級華文學生，進行創意寫作教學試驗。本研究屬設計型研究，以創造性思維和自主性學習為理論框架，配以前、後測的量化和質化分析，並以問卷、訪談和觀察作為三角驗證。教學材料則選擇以貼近學生生活的主題和真實性語料(authentic material)為主，設計相應的課堂教學和課後自學活動，以創新、多元為準則。同時設立博客，提供學生創作及同儕交流機會。研究發現創意寫作教學除了能改進學生作文“格式化”的缺失，更能提高學生的興趣與作文質量，大有加以推廣的潛能。
新加坡英华语学生的华语人称代词偏误研究与教学应用
This paper examines the Singaporean English-Chinese bilingual students’ use of Chinese personal pronoun, the frequency of error occurrence, and the distribution of errors in expository, narrative and practical genres of writings. Results show that most errors are redundant errors, which occur mainly at the discourse and pragmatic levels, indicating that these students tend to overlook both the functions of discourse cohesion and discourse coherence of zero personal pronoun. These students have not grasped the pragmatic functions of zero personal pronoun, which is to lessen the speaker’s involvement, and to keep narration concise. Furthermore, redundant errors at the discourse level occur most frequently in expository and narrative genres, while redundant errors at the pragmatic level occur most frequently in practical genre. Such a difference reveals a relationship between error types and genres. We further confirm that specific differences exist in the use of personal pronouns between Singaporean bilingual CSL students and Chinese native speakers, and the nature of the genre affects the Singaporean students’ choice of personal pronouns. Therefore, training bilingual CSL students in the discourse and pragmatic functions of Chinese zero personal pronoun is critical to enhance discourse communication. Lastly, pedagogical paradigms are introduced based on our findings.
本文考察新加坡英華雙語學生的華語人稱代詞偏誤及其出現頻率，並探究各類偏誤於說明文、記敘文與應用文的分布趨向。結果指出，學生作文出現最多的「多餘」偏誤，其中又以「語篇層次的多餘」與「語用層次的多餘」為主，顯示雙語學生未能很好地掌握零代詞可銜接語篇、達成連貫的語篇功能，以及可弱化發話者參與及精簡敘述的語用功能，因此在語篇和語用層面均構成表達失誤。而從文體來看，說明文與記敘文出現最多「語篇層次的多餘」，應用文則是「語用層次的多餘」，此差異透露文體特徵與人稱代詞的偏誤類型存在關聯，可見文體的溝通慣例影響學生選用代詞。本文論證雙語者運用代詞與華語母語者仍有差異，因此人稱指稱是雙語學生的華語學習必須注重的內容。最後參照結論提出教學實作範例。
Analysis of the learner content creation process in a 1:1 seamless idiom learning environment
This paper reports a pilot study on mobile-assisted language learning that focused on both creative learner output and seamless learning. In learning Chinese idioms, students proactively used smartphones on a 1:1 basis to take photos in their daily lives, subsequently in-class or online sharing and discussions took place, enhancing the students’ understanding in the proper usage of the idioms. Our analysis of the student artefacts in both product- and process-oriented aspects reveals the students’ cognitive process and learning strategies during the course of content creation. The students’ ongoing, open-ended, personal-to-social meaning making process and learner-created authentic content have indeed shown some indicators of seamless language learning and induction-based peer learning that has the potential of transforming language learning into an authentic learning experience.
促进深度学习的作文互评思维引导 [The thinking scaffolding that stimulates deep learning in writing assessment for peer review]
Constructing A system of irregularities: The poetry of Bei Dao, Yang Lian and Duoduo
This book investigates the poetics of three of the most internationally contemporary Chinese poets – Bei Dao, Yang Lian, and Duoduo – who were all exiled from China after the 1989 Tiananmen student movement. Their poetry was later to be labeled ‘Misty Poem’ (Menglongshi). This book examines three aspects of the ‘Mistiness’ of the poets’ oeuvre: the socio-historic background where Misty poets live and write; imagery; and linguistic elements. After first identifying the roots of Mistiness, this book identifies imagistic and linguistic clues in order to construct a hermeneutical system that examines the irregularities of the Misty poetics and appreciates the polysemy of the poets’ works. The poem’s evocativeness is unveiled, and the irregularity of the poetry’s Mistiness is established as its most powerful linguistic and imagistic aspect. The book then places the three poets' different misty characteristics into contrast: Bei Deo’s twisted imagery and elliptical syntax, Yang’s imagery in a classically-inspired syntax, and Duoduo’s integration of images into a rhythmic syntax.
本书以三位国际知名的中国诗人北岛，杨炼以及多多的作品集为研究对象。这三位诗人均于1989 年天安门事件后流落异国， 其诗作后被称为“朦胧诗”。本书从三个角度考察他们的作品中的“模糊性”， 这三个角度分别是：朦胧诗人生活以及写作的社会历史背景；意象；以及语言要素。本书首先识别出模糊性的根源，然后辨别意向及语言中的线索，从而构造出可用来赏析朦胧诗作中的不规则现象以及一词多义现象的注释系统。回忆在诗作中被唤醒，朦胧中蕴含的不规则性被塑造，成为诗作中最有力的语言与意向角度。这本书随之将三位诗人不同的朦胧特点加以比对：北岛诗作中扭曲的意向和简略的句法，杨炼诗作中启迪于经典的意向和句法，以及多多诗作中意向与韵律句法的结合。
Innovative practice, practice innovation: Re-envisioning mother tongue languages education in Singapore
This book consists of 24 selected scholarly papers with insightful thoughts and observations of the three Mother Tongue Languages (MTL) -- Chinese, Malay and Tamil -- education in Singapore. To promote research and application of MTL teaching, as well as to provide a platform for scholars and practitioners of MTL to communicate thoughts and share experiences, this quadrilingual academic book discussed the bilingual context of Singapore, the MTL curriculum and teaching resources, as well as the teaching and assessment of MTL in the Singaporean context. -- Publisher's website.
小水獭抓鱼 [Little otter goes fishing]
This is a series of four bilingual books in children's literature that cultivates the spirit of mutual support in the community and encourages children to help each other in times of needs and disasters.
这一系列的四本双语书籍，培养了孩子们在社会中相互支持的精神，鼓励他们在别人有需要和灾难发生的时候，伸出援手，互相帮助。
Two tiers of nostalgia and a chronotopic aura: Xu Zhimo and his literary Cambridge identity
More than a turning point in his life, Xu Zhimo’s (1897–1931) Cambridge experience is pivotal in producing and shaping one of the most romantic writers in modern China. Xu created a literary Cambridge that, more than any other foreign places that were portrayed in modern Chinese literature, is Chinese readers’ “dreamland” of the West. When the native Chinese Xu addressed Cambridge as “xiang” (native place), how should we see Xu’s nostalgia for his second homeland? Through his Cambridge works, Xu created a perceived image of the place to his readers, and this image possessed an Furthermore, we shall analyse Xu’s Cambridge experience that evoked his nostalgia and to propose a new reading of Xu’s works on Cambridge in terms of the chronotopic aura between his literary Cambridge identity and his readers.
徐志摩 （1897-1931）在剑桥的经历除了是他人生的一个重要转捩点，也塑造他成为当代中国浪漫主义作家之一。比起任何出现在现代华文文学里的西方国家，徐志摩文艺作品中的剑桥是不少华人对于西方国家所向往的幻境。当作为一名土生土长的中国人称剑桥为他的“乡”，我们该如何看待徐志摩对于他第二个家乡的思念？通过他的作品，徐志摩创造了他想要其他人都感受到的剑桥，一个经得起时空考验的氛围，或称 “时空氛围”。我们要研究徐志摩的剑桥经历如何勾起他的思念。同时，我们建议根据徐志摩文艺作品中的剑桥和它与读者之间的“时空氛围”重新阅读他的作品。
Enhancing the traditional with the modern: A web-based and multimedia pedagogical design in the instruction of traditional Chinese
The teaching of traditional Chinese (Wenyan wen) is amongst the most difficult part of the Chinese curriculum in Singapore. Besides students’ learning difficulties in a predominantly English-speaking environment, the lack of learning interest and the shortage of interesting and innovative teaching materials and methods are some of the prevailing challenges. In view of this, I have designed and constructed a school-based design research, harnessing web-based technology, web 2.0 platforms, and multimedia strategies to teach traditional Chinese to an experiment class, with another class as its control group. Traditional Chinese passages from the Pre-university "Chinese and Literature" curriculum are selected to be the texts for this student-centered learning research. The findings of this research positively show that students who have gone through traditional Chinese teaching with interactive web-based tools, in comparison to the control group students, tend to recall information better, display higher interest in their learning, and perform significantly better in summative assessments, especially when the time gap between learning and assessment increases.
在新加坡，教导文言文是华文课程最困难的一部分。除了学生在一个普遍使用英语环境里会遇到的困难，现有的挑战也包括学生缺乏兴趣，缺少有趣和创新的教研材料和方法。有鉴于此，我设立了一个校本设计调查，把学生分为实验组和对照组。在试验组学生身上我利用互联网的技术，web 2.0平台和多媒体策略来教导文言文。这项以学生为主体的研究选择的篇章是大学先修班的 “华文与文学” 课程。这调查结果确实显现了通过互动网络工具来学习文言文的学生，信息提取能力更强。他们的学习兴趣比较高，测试表现比较好。尤其是当学习和测试相隔一段时间后，试验组学生的表现更为出色。
“一带一路”视野下的汉语师资培训策略——从新加坡“先研—后证—再教” 培训模式谈起
In the educational vision of “the Silk Road Economic Belt and the 21st-Century Maritime Silk Road” ("One Belt, One Road" for short) construction, countries can work together, learn from each other, seek common interests in research and training, and build a "One Belt, One Road" Chinese education community. The educational concept is bound to be constantly changing in this new era of open cooperation. We have evolved from a teacher-centered classroom to a student-centered teaching and learning approach. A variety of new teaching methods that teach students in accordance with their aptitude and adapt to the times have also emerged. Contemporary Chinese teachers must keep abreast of the times and constantly input new concepts of education and teaching to better export teaching strategies and methods for students and classrooms. Under the background of such training, the National Institute of Education, which is responsible for the on-the-job training of all Chinese teachers from pre-school to high school in Singapore, and the Singapore Centre for Chinese Language, have upheld the original training concept and strategy of "Research - Validation - Train" in Chinese teacher training. The article focuses on the strategy and model of "integrating research and teaching", and is based on other related research and education and teaching units under the "One Belt, One Road" perspective.
在"一带一路"建设的教育愿景中,各国可携手合作,互学互鉴,在研究和培训方面谋求共同的利益,构建"一带一路"华文教育共同体。教育理念在这个共商共建,开放合作的新时代肯定也不断地在改变。我们已经从过去以教师为主的"一言堂",进化为以学生为中心的教与学。各种因材施教、因时制宜的新教学法也大量涌现。当代的华文教师必须与时并进,不断地输入教育新知和教学新概念,方能更好地为学生和课堂输出教学策略和方法。在这样的培训大背景底下,负责新加坡从学前到高中所有华文教师在职培训的国立教育学院以及新加坡华文教研中心,秉持了独创的"先研—后证—再教"的培训理念与策略,展开汉语师资培训。文章重点介绍"研证教合一"的策略和模式,以资其他"一带一路"视域下的相关专题研究及教育教学单位参考。