With the development of teaching Chinese as a foreign language, Chinese as a second language teaching has gradually formed an independent discipline. In recent years, the academic circles especially pay attention to the study of teaching mode, Chinese lesson Singapore teaching mode innovation is sought; also hope that refers to the second language teaching advanced teaching pattern in the world to perfect and improve the construction of subject system of Chinese as a second language teaching. The teaching of Chinese as a second language teaching concept in Singapore is established with the change of the education system. From the beginning of 1987, Singapore schools are taking English as a first language, that is, the official administrative language, and English Teaching in most of the subjects, the native language became compulsory second language. Therefore, the Singapore based Chinese language teaching to explore in this paper although as the second language teaching category has its “mother tongue” particularity, but from the research mode of teaching Chinese as a foreign language at home, Singapore is the overseas Chinese as a second language teaching will be extremely rare example.
Why Chinese lesson Singapore so important in Singapore?
First ,Background characteristics of Singapore Chinese as a second language
Singapore is a multi-racial and multi-cultural society, in a population of about 4600000, accounting for 77% of Chinese, Malay accounted for 14%, India people accounted for 7.6%, accounting for 1.4% of other races. Singapore’s official language is Malay (Malay), Chinese (Mandarin), Tamil and English, but the government administrative language is english. Singapore had the Chinese, Malay, Tamil English, four different “origin” of the school, the so-called “origin” school, refers to what language is the first language of teaching in schools. But because the government will English as the official language, government departments in many key positions such as department head, senior executives and so on; the society many professional work such as lawyers, accounting, architect takes good English, thus these positions and the Chinese educated no, school Chinese gradually become isolated the single subject, it doesn’t matter of Chinese and other subjects teaching language. Because the utility value of English in Singapore, so that more and more parents send their children to school English origin even artificially to at home in English communication. From the beginning of 1987, the government regulations of primary and secondary schools with English as their first language, and in English to teach other subjects, thus the Singapore Chinese as a second language to establish the status of the chinese. Chinese teaching contents and requirements with the previous Chinese school compared were relaxed. In 1998, Singapore Ministry of education has set up a “Chinese Teaching Review Committee”, a comprehensive review of the school’s Chinese teaching. In 1999, the then Deputy Prime Minister of Singapore’s Li Xianlong issued a policy statement in parliament, announced a review of the contents of the book, report on Singapore’s first language and two language education policy making orientation: “English is a common working language, but also in the future so. English is the language of global business trade and science and technology, an important part of language form but our values, roots and identity. Language makes us know our own cultural tradition, makes us more balanced, and the world of English complement each other’s view of the world, so the Chinese teaching, not just listening speaking reading and writing teaching, more important is to instill in Chinese culture and traditional values.” In 2004, Singapore Ministry of education has set up a “Chinese curriculum review and Teaching Committee” of Chinese curriculum conducted a comprehensive review, the committee considered the Chinese curriculum should still with Singapore’s bilingual policy, at the same time the need to enhance the flexibility of course and improve students’ ability of using language. And in 2007 revised 2002 version of “Chinese teaching curriculum standard”, thus forming a peculiar to Singapore to native language as the second language teaching model.
Second, from a teaching-centered to learning-centered teaching method of implementing a comprehensive characteristics
Singapore Ministry of Education in the 2007 edition of “Chinese lesson Singapore standards”, the Chinese teachers to encourage the use of flexible integrated teaching, teaching methods with teachers from the original center of the progressive development of subjective will to student demands, in order to ultimately achieve the learning outcomes Center for emphasis comprehensive, communicative teaching methods, and its main characteristics are as the following three points.
(A) Chinese lesson Singapore- good teachers encourage students to mobilize the enthusiasm of students, stimulate their strong interest in learning
In teaching, Chinese teachers use various methods to stimulate student motivation, good find each student’s strengths and strengths, through encouragement and support, the potential student curiosity and motivate them, and gradually develop self views expressed by Chinese or actively involved in the training of Chinese good habits, so that students can establish confidence in learning the Chinese language and culture from the ability to use and have fun activities. For example, the teacher in the classroom for a few simple materials, mobilize students to discuss each student’s point of view and proper finishing or norms, students find excitement fully unfolded after use, and the teaching content cleverly hidden in the making activities immense interest among students, it can be in the game, to encourage active participation, so that students successfully accepted Chinese thinking training, and a combination of speaking and writing ability.
(B) Chinese lesson Singapore- the organization self-learning, discussion, independent practice, reflects the dominant position of student teachers individually and collectively counseling, guidance reflects the role of teachers.
Student teachers should discover problems targeted focus on to explain, so that students in the classroom remains an exploration of the mental state and help improve students’ self-learning ability. For example, role-playing, story Solitaire, listening to a song or recite the article express their feelings, and so on.
(C) Chinese lesson Singapore -the emphasis on practical application, to improve students’ language ability
Because of the unique language environment in Singapore, its primary and secondary schools in the Chinese language teaching encourages students to use the school, family, community and other resources to carry out the opportunity to combine real life learning activities to increase language practice, so that students understand the practical value of the Chinese language and unique language environment. For example, all of the primary and secondary schools in Singapore will use annual holiday organized students to cultural immersion activities throughout China, the feelings of Chinese culture, cultural exchange. Nanyang Primary School launched a immersion program: Six year will send students to China for three months of life, and to establish friendly relations China’s elementary schools, and friendly school classes with children living with a totally different feeling lifestyle. Through these activities, so that students in addition to master than book knowledge, and to create more living children experience the environment. In different geographical and cultural backgrounds to experience life, to feel.