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新加坡小学低年级华文口语教材浅析 (A research on the teaching materials for speaking skills in Singapore lower primary school)
Author
Yeung, Yuk
Supervisor
Aw, Guat Poh
Abstract
华语口语教学的目标就是培养学生使用华语进行口头交际的能力,这一能力的获得离不开口语教材和口语教学,因此口语教材的编写内容和教学过程直接关系到这一目标的实现。以往的新加坡华语教学研究,多侧重于词汇、语法以及教学法等问题,对口语教材的系统分析研究还不多见,这就为本文针对新加坡低年级口语教材的研究提供了空间。
本文首先呈述了二十一世纪口语交际的重要性以及新加坡学生语言学习背景的多样化问题,并提出口语训练将是低年级小学生学习华文的起点,口语教材充当了实现口语教学目标的载体。接着在前人对口语教材编写的理论和实践研究的基础之上,主要针对2007年新加坡小学华文一、二年级导入单元的教材部分从听力和说话两方面进行了定量和定性分析,并考察了教材内容与教育部口语教学目标之间的差异。其中,听力教材练习项目比较单一;在说话教材方面,主要对词汇、句式教学以及会话体的编排方面进行了定性和定量分析,并指出因为缺乏语境和口语交际能力的培养,目前的教材无法帮助少接触华文的学生全面提高听说能力。
有鉴于此,笔者提出应该为修读导入单元的学生编写独立的听说教材,为口语教学设计互动教学活动,编制与听说教学内容相适宜的练习形式等建议,以期对将来的听说教材编写,提供一些参考资料。
本文首先呈述了二十一世纪口语交际的重要性以及新加坡学生语言学习背景的多样化问题,并提出口语训练将是低年级小学生学习华文的起点,口语教材充当了实现口语教学目标的载体。接着在前人对口语教材编写的理论和实践研究的基础之上,主要针对2007年新加坡小学华文一、二年级导入单元的教材部分从听力和说话两方面进行了定量和定性分析,并考察了教材内容与教育部口语教学目标之间的差异。其中,听力教材练习项目比较单一;在说话教材方面,主要对词汇、句式教学以及会话体的编排方面进行了定性和定量分析,并指出因为缺乏语境和口语交际能力的培养,目前的教材无法帮助少接触华文的学生全面提高听说能力。
有鉴于此,笔者提出应该为修读导入单元的学生编写独立的听说教材,为口语教学设计互动教学活动,编制与听说教学内容相适宜的练习形式等建议,以期对将来的听说教材编写,提供一些参考资料。
One of the main objectives of language learning is to cultivate students’ ability to communicate effectively in the language. To achieve this in the learning of Chinese language, it is crucial to have good resources and materials that can support the teaching and learning of oral communication skills. While there is vast research done on teaching strategies of Chinese language in the areas of vocabulary and grammar, there is currently a lack of research in Singapore on the effectiveness of oral communication teaching resources in primary schools, especially in lower primary.
This study discusses the importance of oral communication skills in the 21st century and considers background to the diverse learning styles of students in Singapore. This is followed by a presentation of literature review that provides salient points on the design of resources on oral communication skills in the teaching of Chinese in lower primary. The study utilised both qualitative and quantitative methods of data collection and analysis to examine instructional contents and MOE’s intents in the teaching of oral communications skills. The study revealed that: (1) practices on listening skills are relatively simple ;(2) there is a lack of context for the use of the language and; (3) the current resources for the teaching of oral communication skills for lower Primary cannot adequately support students from English- speaking background.
The study concludes by proposing recommendations that teaching resources for oral communication skills should be independent from that of reading skills. It also highlights the need to design interactive activities that are appropriate to learners’ needs.
This study discusses the importance of oral communication skills in the 21st century and considers background to the diverse learning styles of students in Singapore. This is followed by a presentation of literature review that provides salient points on the design of resources on oral communication skills in the teaching of Chinese in lower primary. The study utilised both qualitative and quantitative methods of data collection and analysis to examine instructional contents and MOE’s intents in the teaching of oral communications skills. The study revealed that: (1) practices on listening skills are relatively simple ;(2) there is a lack of context for the use of the language and; (3) the current resources for the teaching of oral communication skills for lower Primary cannot adequately support students from English- speaking background.
The study concludes by proposing recommendations that teaching resources for oral communication skills should be independent from that of reading skills. It also highlights the need to design interactive activities that are appropriate to learners’ needs.
Date Issued
2013
Call Number
PL1074.8 Y48
Date Submitted
2013