- 期刊
新加坡中学华文一体化课文的可读性
Readability of the Integrated Texts of Singapore Secondary Illustrated by Readability Analysis
摘要
新加坡2021年版中学华文教材采用一体化设计，使五个不同程度的华文课程在同一体例下既分化又融合。文本的可读性是测量文本难易程度的方法，比较2021年版教材和2011年版教材的课文可读性，能探讨一体化设计下各课程之间的水平差异。研究发现，2021年版教材各个课程之间的水平差异有所变更，调高了高级华文和快捷华文的课文难度，拉开了快捷华文和普通学术华文之间的水平差距，将基础华文和华文B放在同一水平。研究还表明，华文二语可读性公式能简便、客观地测定华文文本的难度，是教材编写人员与教师在选择文本时，可以方便操作的实用方法，对于优化华文教学具有重要的意义。
並列摘要
The 2021 Singapore Chinese language syllabus uses an integrated design, in a way that the five courses are differentiated yet unified under the same system. The readability of texts is a measure of the difficulty of texts. This paper compares the readability of the 2021 and 2011 textbooks, exploring the differences in the difficulty of various levels of curricula. It was found that the differences between levels of Chinese curricula changed in the 2021 syllabus in that the difficulty of Higher and Express Chinese was increased, the gap between Express and Normal Academic Chinese widened, and Basic Chinese and Chinese B put at the same difficulty level. It was also found that the Chinese as a Second Language Readability Formula can easily and objectively determine the difficulty of Chinese texts and is a practical method that can be easily applied by textbook writers and teachers in selecting texts, which is of important value in optimising Chinese language teaching.