探讨新加坡中学华文教育是否应该包括词类的知识 = Should Singapore’s secondary school Chinese education include morphological knowledge of parts of speech?

• Main Author: 沈雪芬 Sum, Xue Fen
• Other Authors: Helena Gao Hong
• Format: Final Year Project
• Language: Chinese
• Published: 2010
• Subjects: DRNTU::Humanities::Linguistics
• Online Access: http://hdl.handle.net/10356/21173
• Institution: Nanyang Technological University

新加坡的语言环境特殊。虽然新加坡的华人占新加坡人口的大多数，但是新加坡的华人学华语却不一定是以华语为母语的学习者。这是因为英语在新加坡的实际地位和社会地位都比华语的地位高，英语也比较受国人的重视，使得越来越多的华人家庭放弃了华语，而选择了英语作为家庭用语。随之带来的现象是在小学华语教学成了第二语言性质的教学（在新加坡称之为“母语课”）、学生们上华文课感到尤为困难。如此现状促使教育部在编写新加坡的华文课程时也较注重培养学生们的听、说、读、写的能力，主张以有趣的课文和文学教学法引起学生们学习华文的兴趣。然而华文在许多新加坡华人心目中只是个升学的科目，所以教育部也因为实际的考量而极少在华文课程中强调语法知识的传授。此研究根据这些现象，通过调查新加坡修读高级华文的学生对于词类的认识程度，以探讨新加坡的中学华文教育是否应该更注重语法知识的传授，并探讨如何才能使语法知识的传授提高学生的语文能力。 Singapore’s environment is unique in the sense that although Chinese is the majority race in Singapore, Mandarin is not necessarily truly the mother tongue of Singaporean Chinese. The social status and practical value of English are much more highly rated than Chinese in Singapore. English is becoming more and more valued by Singaporeans as they give up on using Mandarin as the medium of communication in their families and switch to using English instead. Following this is the trend of implementing the Mother Tongue lessons as second language lessons in Primary Schools, which makes the students find it even harder to master Chinese. Because of this unique environment in Singapore, the Ministry of Education focuses on the practical uses of learning Chinese, such as the communication skills when using Chinese. The practicality of the situation has caused the Ministry to aim to enhance the students’ interest in learning Chinese through interesting cultural stories, instead of including the technical parts of learning Chinese grammar in the syllabus, which may deter the students from becoming interested in Chinese or taking Chinese an easy subject.