Now showing 1 - 10 of 47
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  • Publication
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    The suitability and practicality of Singapore's modular primary school textbook in the teaching of Chinese as a second language
    (2009) ;
    Chin, Chee Kuen
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    本报告讨论了新加坡模块化小学教科书在新加坡汉语作为第二语言教学中的适用性和实用性。
      26
  • Publication
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    Two tiers of nostalgia and a chronotopic aura: Xu Zhimo and his literary Cambridge identity
    (2011)
    Ng, Lai-Sze
    ;

    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。

      20
  • Publication
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    来!来过节:新加坡学前节庆教案与评量
    (南大-新加坡华文教研中心出版社, 2018)
    Cheng, Wan-ni
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    Zheng, Yingjiang
    Come, Let's Celebrate! Preschool Teaching Activities and Evaluation for Festivals of Singapore stemmed from Tyler's objective-centered model to provide lesson examples related to festivals of Singapore's diverse ethnicities and cultures. It aims to propose a framework and approach to teaching activities related to such festivals. General knowledge and guiding values in early childhood education are embedded in the introductions of these festivals, which include accessible background reading and several suggested teaching activities. Early childhood teachers can modify and extend the activities of a specific festival for other festivals as well. To provide teachers with evaluation tools, each teaching activity also contains a suggested assessment based on different learning areas.

    Festivals are important occasions for the people and are accumulated through life experience in a long term. These important days usually have a close relationship with the local natural and social environment. As the seasons change, different seasons reflect different seasonal meanings, which also reflect people's living habits and local cultural characteristics. Traditional festivals are important cultural assets in Chinese culture, reflecting the rules of people's lives and their cultural values, as well as connecting generations, individuals and families, and individuals and society.

    Since festivals are often highly correlated with local cultural characteristics, these local cultures are important life experiences for young children. The teacher should start from the life experience of the children, follow their natural curiosity and exploration and help them observe and feel the things around them. In the process of personally participating in social and cultural activities and festivals, experience the meaning of these activities, and proactively interpret the information in real-life situations and establish the interaction between individuals and the environment. By providing children with diverse social and cultural activities, the teacher guides them to connect with previous experience and integrate new experiences to learn the meaning of festivals and life.

    节庆是百姓在长远的生活经验中所积累保留的重要日子,这些重要的日子通常会与当地的自然、社会环境有着密切的关系。随着四季变换,不同的时节反映出不同的节令意义,而这当中也体现了人们的生活习惯与当地的文化特色。传统节庆是华人文化中的重要文化资产,反映了人们生活的经验法则与蕴含的文化价值,同时连结各世代之间,个人与家庭,以及个人与社会。

    由于节庆通常与当地文化特色具有相当高度的关联,这些当地文化对于幼儿来说就是重要的生活经验。老师应根据幼儿天生好奇、探索的特质,从其生活经验出发,帮助幼儿从中观察、感受周遭的人事物。在亲身参与社会文化活动、节庆活动的过程中,体验这些活动的意义,并能主动解读生活情境中的讯息,建立个人与环境互动关系。老师藉由提供幼儿多样的社会文化活动经验,引导他们连结旧经验、整合新经验,以体验节庆与生活的意义。

      115
  • Publication
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    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
    (NTU-SCCL Press, 2015)
    Puah, Lynn Dee
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    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。

      17
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    在海底,在海底 [Under the sea, under the sea]
    (Singapore National Co-operative Federation, 2012)
    Lim, Emily

    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。

      16
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    Constructing a professional development framework for Chinese language pre-school teachers in Singapore: Analysing a nationwide training needs survey
    (2011)
    Lim, M. L.
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    ;
    Toh, W.

    This paper is an analysis of the training needs of Chinese Language teachers in the construction of a professional development framework in preschools in Singapore.

    本文分析了汉语教师在新加坡幼儿园建立专业发展框架的培训需求。

  • Publication
    Unknown
    中学华文B多媒体资源教师手册
    (Marshall Cavendish Press, 2011)

    This multimedia resource is a teaching package developed by the Singapore Centre for Chinese Language for Chinese B students in secondary schools, and was commissioned by the Ministry of Education. The package includes four videos, an anime, a lesson plan, a teaching electronic briefing, a Chinese-English comparison table, an activity list, and two teacher live video recordings. This package hopes to design meaningful teaching situations through teaching strategies, improve students' oral communication skills, and cultivate students' sentiment. The features of this package include the content familiar to students and the context provided by technology. It introduces different sentence patterns and reproduces each pattern for at least three times in the following practices. It also follows the principle of “example first, then say, and then practice”, so that students can gradually master the knowledge and ultimately turn knowledge into ability.

    这套多媒体资源是教育部委托新加坡华文教研中心为中学华文B 学生开发的教学配套。本配套包括四个录像、一个动漫、教案、教学电子简报、中英文对照表、活动单和两个教师教学实况录像。本配套希望通过教学策略设计有意义的教学情境,提升学生的口语交际能力,并培养学生的情意。本配套的特点包括以学生熟悉的内容为主、借助科技提供情境、介绍了不同的句式并复现最少三次、遵循“先例,后说,再练”的原则,让学生逐步掌握知识,最终将知识转化为能力。

  • Publication
    Open Access
    Analysis of the learner content creation process in a 1:1 seamless idiom learning environment
    (2010-11) ;
    Chin, Chee Kuen
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    Liu, May
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    Zhan, Ying
    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.
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  • Publication
    Unknown
    Students' meaning making in a mobile assisted Chinese idiom learning environment
    (2010-06) ;
    Chin, Chee Kuen
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    Liu, May
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    Gong, Chen
    In recent years, we witness the rise of communicative and contextualized language learning approaches that is concomitant with developments of Mobile Assisted Language Learning (MALL). Im this study, we present a pilot study in MALL that emphasizes "creative learner's output" and contextualized meaning making. In learning Chinese idioms, students used smartphones on a one-device-per-person basis to capture photos of the real-life contexts pertaining to the idioms, and to construct sentences with them. Subsequently, in-class or online discussions took place, which would enhance the students' understanding in the proper usage of the idioms. The learning design is grounded in the seamless learning model that encompass in-class formal learning and out-of-class informal setting, and personal and social learning spaces. The students' ongoing, open-ended, personal-to-social meaning making process and artifacts have indeed shown some indicators of "seamless language learning" that has the potential of transforming language learning into an authentic learning experience.