新加坡獨立以來各階段華文課程與教學改革重點及其影響與評價（1965－2010）

The Key Recommendations and the Impacts and Evaluation of Different Rounds of Chinese Curriculum and Pedagogical Reform in Singapore Since Independence (1965-2010)

陳之權(Chee-Kuen Chin)

《中原華語文學報》 11期 (2013/04) Pp. 73-97

摘要

本文介紹新加坡獨立以來由官方提出的和華文課程與教學相關的數份改革報告書。文章分五個階段概要分析各報告書的提出背景、改革重點、對華文課程與教學的影響，並略作評價。文章也從四個方面比較與歸納了五個階段的變革特點，並加以闡述。文章最後總結，新加坡的雙語教育政策將繼續跟隨世界政治經濟力量的發展與改變作出調整，但以英語為主、母語為輔的語言政策將保持不變。新加坡華文課程與教學在未來的挑戰是如何為多元家庭語言環境的學生，設置靈活的策略，使學生學好華文，對它產生興趣，並能學以致用，在日後的生活與工作中繼續使用華文華語。

關鍵字

教育分流 ； 主題單元 ； 文化性目標 ； 差異性 ； 能力單元 ； 校本課程

並列摘要

The Chinese curriculum and pedagogy in Singapore have undergone 5 rounds of reform since independence. Each round of reform was initiated by a report submitted by a high level review committee. This article introduces the background, key recommendations, and impact of each report with author's evaluations and observations. A comparison and summary of the characteristics of the five reforms will also be presented from four different aspects. It concludes that Singapore's bilingual policy will continue to be modified according to the world's political and economical developmental trends. However, the language policy of English as the first language and Mother Tongue as a second language remains unchanged. The future challenges for Singapore's Chinese curriculum and pedagogy lie in the provision of flexible strategies for students from diverse family language environments to increase their interest in learning Chinese and continue applying the language in their daily lives.

並列關鍵字

education streaming:thematic unit ； culture objectives ； differentiation ； competency unit ； school-based curriculum

參考文獻

李光耀(2012)。新加坡雙語之路─我一生的挑戰。新加坡:聯合早報。

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