新加坡2013年新版《中學華文文學》「現當代小說」之選文探析

A Study in the Selection of Modern and Contemporary Fiction Texts in Singapore's 2013 ＂Literature in Chinese for Secondary Schools＂ Syllabus

方麗娜(Li-Na Fang) ； 胡月寶(Guat-Poh Aw) ； 周德成(Teck-Seng Chow)

《高雄師大學報：人文與藝術類》 36期 (2014/06) Pp. 65-82

摘要

本文旨在探討新加坡2013年新版《中學華文文學》「現當代小說」的選文情形。研究目的：一、分析新加坡2013年新版《中學華文文學》「現當代小說」的選文內容，二、探討新加坡2013年新版《中學華文文學》「現當代小說」的選文特色，三、調查新加坡華文教師對《中學華文文學》「現當代小說」的選文意見。本研究透過分析「新加坡中學華文文學課程標準」的基礎上，試圖在更細緻的層面上，瞭解教科書中文學作品的選篇情形。研究方法：以文獻分析法探討《課標2013》的相關規定；以文本分析法分析2013年新版《中學華文文學》的選文內容；以比較法探討演進中的新加坡《中學華文文學》的選篇變化，期能看出2013年新版《中學華文文學》的選文特色；最後以問卷調查法了解新加坡一線教師對「現當代小說」的選文意見。研究結果：新版《中學華文文學》的八篇現當代小說選文顯現了東亞身份認同的發展路向，但該教材仍缺乏對在新加坡島上其他語種英語、馬來語和淡米爾語等文學作品和世界性華文文學的關注。本文建議：在全球化沖擊、多元文化影響的當下，國際華語文教育的文學課程應提升至跨越歷史、超越時空的全球文化視野，教材應選取不同區域、不同國度的文化經典作品，尊重各地區域文化的傳統，注重人類歷史文化的傳承，為不同文化背景的學生搭建一個文化共用的平臺，才能實現對多元文化的包容。如今全球文化教育的熱潮已重新定義世界公民意識和素質，教材的編寫如何體現全球文化的發展趨勢，如何增強課程內容對多元文化的適切性，應受到國際華語教育的重視。

關鍵字

新加坡 ； 中學華文文學 ； 文學課程 ； 現當代小說 ； 全球文化教育

並列摘要

The research attempts to study the selection of fiction texts in the 2013 Singapore ＂Literature in Chinese for Secondary Schools＂ new syllabus. The objectives of this research are as follows: 1. To analyze the content of the modern and contemporary fiction texts selected in the 2013 Singapore ＂Literature in Chinese for Secondary Schools＂ new syllabus; 2. To study the characteristics of the selection of modern and contemporary fiction texts in the 2013 Singapore ＂Literature in Chinese for Secondary Schools＂ new syllabus; 3. To survey the reception and opinions of Singapore Chinese teachers on this selection. In terms of methodology, this paper seeks to better understand the subtle aspects of the selection of texts in the syllabus, through an analysis of the ＂Curriculum Standards for Singapore＂ ＂Literature in Chinese for Secondary Schools.＂ On top of that, a study of the content of the selected text, a comparison of the characteristics of the texts, and opinions of the front-line teachers regarding the selection based on a survey conducted are employed. Finally, the study would argue that the 8 selected fiction texts in the new syllabus highlight a direction of development that is closely linked to the shaping of a ＂South East Asia＂ identity. However, the syllabus has thus not extended its selection to texts of a greater ＂World Chinese literature＂ and texts originally written in other languages, including English, Malay and Tamil, which are already present on the island. With the globalization and influence of multiculturalism, it is necessary to reconstruct the literature curriculum beyond history, temporal and spatial borders, in order to promote multicultural understanding and tolerance, in the development of a global Sinophone education. Focusing on the continuity of human civilization, this can be materialized by selecting literary canons from different nations and regions as texts of learning, and to serve as a inter-cultural platform for students of different linguistic and cultural backgrounds learning Chinese. The concept of a new global citizenship is thus redefined, with the rise of a demand in global cultural education. How a curriculum would be designed to reflect accurately the developments of a global culture, and how it could be structured to appropriately enhance multiculturalism, remains an important concern for educators of international Chinese educators.

並列關鍵字

Singapore ； ＂Literature in Chinese＂ for Secondary Schools ； literature syllabus ； modern and contemporary fiction ； multi-cultural perspective

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