Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/3320
Title: 
Pinyin input experiments in early Chinese literacy instruction in China: Implications for Chinese curricular and pedagogic reform in Singapore
Authors: 
Issue Date: 
May-2005
Citation: 
Paper presented at the international conference on education, Redesigning Pedagogy: Research, Policy, Practice, National Institute of Education, Nanyang Technological University, Singapore, 2005
Abstract: 
In this paper we intend to provide a review of pinyin input experiment studies in Chinese literacy instruction in
China and to inform the current reform of Chinese education in Singapore. We first provide a brief account of
some major pinyin-based methods for inputting characters into the computer. This is important because the skill
of inputting characters into the computer constitutes beginning electronic literacy and it is essential for the
pinyin input experiments in Chinese literacy instruction. Secondly we review some studies on the use of pinyin
input methods in Chinese literacy instruction. In conclusion, we discuss the major points of the pinyin input
experiment in relation to the Singapore context and highlight implications for the current reform of Chinese
literacy education envisioned by the Chinese Curriculum and Pedagogy Review Committee in Singapore.
URI: 
Project number: 
CRP 17/03 AL
Website: 
Appears in Collections:CRPP - Conference Papers

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