Tan, Chee Lay

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。

The book is divided into three parts, the first part is the modern novel review, the second part is the modern prose review, and the third part is the cultural art review. From the perspective of literary extension, the author explores style, inspiration and literary phenomena with a strong sense of intuition and from an “alternative and special” angle.

From the perspective of literary connotation, the special alternative content of alienation is also the main object of discussion; from the perspective of literary chronology, the anti-Japanese wars and Kuomintang-Communist co-operations and civil wars in the 1930s, to the Cultural Revolution in the 1960s, to the mainlanders who retreated to Taiwan from the mainland between the 1940s to 1980s, to the Taipei movies of the 1990s, and to the "New Three People's Principles" of Singapore in the 21st century, the author picked stories of ordinary people that happened in such a time of dramatic changes, as his subjects of criticism, has its own "special alternative" vision.

The author uses a large number of aesthetic theories to interpret life and death from Freud's subconscious mind, to aesthetic master Bock's "distance theory", to Kant's "completeness" and then to the existential master Heidegger's "boarder situation". The author selects the alternatives in the masterpieces from a special perspective to interpret the mystery in the imagery, measures and construct the literary atmosphere.

He combines aesthetics with morality, historical insights with worldly life, and presents his own literary life and philosophy of life. Review itself is poetics. The author's arguments are "unexpected", but the discussions are "expected". His Chinese experience and his time studying in Europe will all bring the readers to a live journey in understanding literary aesthetics.

本书分为三个部分，第一部分是现代小说评论，第二部分是现代散文评论，第三部分是文化艺术评论。 从文学外延来看，作者带着强烈的直觉意识从“另类” 的角度来探讨文体、启发与文学现象； 从文学内涵来看，异化的另类内容也是主要的探讨对象；从文学年表来看，从三十年代的抗日与国共背景，到六十年代的文革，以及从大陆退守台湾的外省人，到九十年代的台北电影，再到二十一世纪新加坡的“新三民主义”，作者从大时代中拣选小故事，作为评论对象，自有其“另类”的眼光。

作者运用大量的美学理论，从弗洛伊德的潜意识，美学大师博克的“距离说”到康德的“完满”再到存在主义大师海德格的“极限境况”来诠释生与死。作者以独特的眼光选评大师级作品里的另类，意象里的玄机，并测量文学氛围的温度和营造手法。

他结合美学与道德观照，揉合历史识见、与世俗生命，呈显自己的文学生活与人生哲学，评论本身就是诗学。 作者的论点“出人意料”，论述却是“入人意中”， 他的中国经验与留学欧洲，都将成为一部部亲临现场的文艺美学。

The dissertations in "Singapore Chinese and Literature Teaching" are mainly about the new strategy of Chinese teaching in Singapore, the new teaching method of Chinese literature and the introduction to education. In the context of Singaporean Chinese as a second language, Tan Chee Lay's article explores the environment, teaching materials and teaching methods of teaching Chinese and its literature. At the same time, according to the actual classroom conditions and limitations, it proposes innovative teaching modes, including drama, film, Information technology-assisted teaching, etc., which are of great reference value. Most of the articles were published at the International Sinology Conference, Singapore Education Seminar, Teacher Symposium, Singapore Institute of Education and lectures by various universities. They are suitable for Chinese language educators and scholars in Singapore and other regions, especially for those teaching in secondary schools and above, as well as anyone interested in Chinese literature and cultural education.

《新加坡华文及文学教学》收录的论述文章主要有关新加坡华文教学的新策略、华文文学的新教学法以及教育概论。在新加坡华文作为第二语言的语境中，陈志锐的文章深入探讨了华文与文学教学的环境、教材和教法，同时根据实际课堂情况与限制，提出了创新的教学模式，包括戏剧、电影、资讯科技辅助教学等，极具参考价值。《新加坡华文及文学教学》文章大多发表于国际汉学会议、新加坡教育研讨会、教师座谈会、新加坡教育学院及各学府的讲演等，适合新加坡以及其他地区的华文教育工作者及学者，特别是中学以上的华文作为第二语言教学和文学教学的工作者，以及任何有兴趣从事华文文学和文化教育的人士。

The book contains 16 papers by experts and scholars which explore and share the theory and strategy of teaching Chinese language as a second language as well as learners' methods and practical experience in using Chinese. The specific content includes five areas: theoretical practice, curriculum and teaching materials, pedagogies, information technology-assisted teaching, and teaching evaluation.

本书共收录了专家学者的16篇论文。这16篇论文深入探讨与分享了华文作为第二语言教学理论与策略以及学习者使用华文的方法与实践经验。具体内容有华文作为第二语言的理论实践、课程与教材、教学法、资讯科技辅助教学以及教学评价等五个领域。

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。

通过对英国夏山学校（Summerhill School）人文教育和自由主义理想的讨论，本文希望能够突显创造性思维在教育中的重要地位，揭示创造性思维如何成为教育将着重培养的能力和固有品质，甚至成为其主要目标。本文收集了针对夏山学校一些具有代表性的创新教学方法和教学活动的讨论，并反思新加坡环境下的教育。

This is a critical analysis in using Chinese poetry, novel, and play to teach Chinese language and literature for pre-university students.

本文分析鉴赏诗歌，小说和戏剧等不同文体的文学作品。