Comparison and contrast of Chinese curricula between China and Singapore: challenges and prospects
Date of Issue2016
College of Humanities, Arts, and Social Sciences
In this paper, Chinese curricula in the contexts of China and Singapore on primary level are compared and contrasted by both quantitative (Word Segmenter and Text Analyzer) and qualitative methods (in-depth thematic analysis). The research shows challenges for educational administrators, teachers and other professional staff in Chinese education on the aspects of applying information and communication technology, implementing individualized and autonomous teaching and learning, balancing different teaching objectives, understanding students’ cognitive and psychological varieties, readjusting teachers’ roles as organizer, facilitator and instructor, and aligning formative assessment and summative assessment. Meanwhile, the research also demonstrates and rationalizes the prospects of Mobile Assisted Language Learning (MALL) in Chinese teaching and the glocalization of Chinese curricula in the future. Further, the research will help people know more about diverse social linguistic contexts in China and Singapore, the different essence of first language (L1) and second language (L2) teaching, and the complexity and arduousness of language teaching in practice.
Asian-Pacific Journal of Second and Foreign Language Education
© 2016 The Author(s). This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.