Flexibility in an ability-driven curriculum

To tackle the challenge of easing students into the language without holding back the progress of those who have more exposure to it, we have adopted a modular system for teaching the Chinese Language. All Pri 1 students take a Core Module, and have a choice of a Bridging Module, Enrichment Module or School-based Module.

Simply put, this allows children to learn Chinese based on their individual level of ability. Students learn Chinese according to the exposure and expertise they already have at Pri 1. Each module has different learning content, which is customised for different groups of students according to their language backgrounds and learning abilities. The result: a flexible curriculum in which both students with a grounding in Chinese as well as those new to the language can progress at their own pace.

Every Module with its own objectives

The Core Module that every student takes is the most crucial part of the curriculum. It accounts for 70-80% of class time and students will be tested on its contents when they take the PSLE. In Pri 1 and 2, the Core Module focuses on the most basic learning requirements of the Chinese Language curriculum: listening skills, verbal skills and recognising Chinese characters. This aims to help students communicate with others in their daily lives using simple yet accurate Chinese.

Chinese language teachers use different methods to help children learn at their own pace.

By first teaching students to recognise Chinese characters, they can pick up new characters and grasp the underlying rules of using Chinese. This will also boost their ability to read more widely at an earlier age. In addition, contrary to misconceptions, students will still be learning to write. As they students move to higher levels, the Core Module expands to include the systematic teaching of writing skills, as well as more advanced reading skills, listening and verbal fluency.

The Bridging Module is designed for students unfamiliar with the Chinese Language in a classroom environment, who will receive more help to raise their familiarity with the language. Comprising 20-30% of total curriculum time, the module features authentic scenarios in which students learn basic oral communication skills, as well as some characters and words required in the Core Module. This advance exposure to some Core Module content during the Bridging Module aids and reinforces the learning process when students come across the same material in the Core Module later.

For students who already have some ability and interest in Chinese, the Enrichment Module offers a greater dose of depth. Like the Bridging Module, the Enrichment Module takes up 20-30% of curriculum time. Students get to read essays of literary quality and cultural significance to expand their vocabulary and knowledge horizons.

Students who are not taking the Bridging Module or Enrichment Module will be assigned to a School-based Module after they complete the Core Module. It is designed by teachers of for their own school, in order to meet the specific needs of their students.

No, it’s not “streaming”

Although students can take various pathways according to their abilities, the modular approach isn’t a disguised form of “streaming”. Students are not going to be locked into a particular module combination. Before deciding on a suitable combination for each student, teachers will observe the students’ progress and consult parents too. And as students make headway, they will be able to switch tracks as their learning needs change.

In short, the modular approach offers new flexibility and breadth in teaching Chinese. Every student can hone his or her Chinese language skills more effectively, according to his or her respective ability and background, without affecting or impeding the experience of their classmates. For students, teachers and parents, we hope this will make learning the Chinese language a positive and enriching experience.

For more information on the new Chinese Language curriculum for primary schools, an English-language brochure (PDF) is available from the MOE website.

Contributed by:
Low Chun Meng
Chinese Language Curriculum Planning Officer
MOE

Glossary:

• Bridging Module - 导入单元
• Core Module - 核心单元Enrichment Module - 深广单元
• School-based Module - 校本单元

量体裁衣的单元模式教学

The Bridging Module is tailored to help students who are not familiar with the Chinese Language.

谈论华文教学改革时，不少家长和公众的一个困难，是对于当中一些“术语”不熟悉。单是在华文课本里，就有“导入”、“核心”和“深广”。而在谈到新的小学华文课程时，又有所谓的“单元模式教学”。这些词看上去个别的字都认得，但是认得又好像不懂得。
单元模式是因材施教理念的体现

其实，要了解这些词，或许要再从制定新的小学华文课程背后的原因谈起。

新加坡的语言环境日益多元化，越来越多小一新生在入学时不熟悉华文华语。为了帮助这些学生，同时又不拖慢其他学生的学习进度，新的小学华文课程因而采用了依循因材施教理念的单元模式来进行教学。

单元模式将学习内容分成不同范畴，每一个范畴的学习内容称为一个“单元”。通过不同“单元”的组合与排序，单元模式为程度不同的学生量体裁衣，制定不同的学习配套，以照顾学生家庭语言背景及学习能力的差异，使华文教学更具灵活性。
核心、导入与深广的含义

因此，大家可以看到课本里分别有核心单元、导入单元及深广单元。

核心单元

核心单元顾名思义，是课程中最重要的部分，其授课时间占总课时的70~80%。它的教学目标体现了课程为华文学习所勘定的最基本要求，所以，每个学生都必须修读核心单元的内容。学生参加小学离校考试（PSLE）也将只考查核心单元的内容。

The different Modules help students to learn the Chinese Language better and enjoy learning more.

在小一、小二阶段，核心单元将重点教授听、说和识字。听、说教学的目的，是让学生能够以简单、正确的华语，在日常生活中与其他人沟通，让华语成为学生的生活语言。识字教学则让学生通过各种不同的识字方法，学习掌握汉字的规律，目的是让孩子有效识字，以提早进行阅读。值得澄清的是，学生也仍会学习写字。到了更高年级，核心单元除了听、说，也将系统地教授阅读、写作等语言技能。

导入单元

至于导入单元，它的作用是把不熟悉华语的学生亲切地引进课堂的学习环境，其授课时间占总课时的20-30%。这些学生将通过学习导入单元得到更多的辅助。老师一般通过创设一些生活情境，让学生学习基本的听说技能和部分核心单元的字词。学生如此预习了部分核心单元的内容，他们较后在学习核心单元的时候便会事半功倍。

深广单元

此外，单元模式也不忽略那些有能力，又对华文有兴趣的学生。这些学生在学习核心单元后，能够学习深广单元，其授课时间和导入单元一样，占总课时的20-30%。深广单元通过让学生阅读文学意味更浓、文化含量更高的文章，希望借此帮助学生增加阅读量，拓宽阅读面。

校本单元

在一部分学生学习导入单元、另一部分学习深广单元的同时，还有一部分学生在学习了核心单元以后，进而学习由老师自行设计的校本单元。校本单元进一步关照学生的差异性，是由在校教师针对各校学生的实际需要而设计的课程。

单元模式不是变相的分流机制

通过单元模式，教师能够更有针对性地照顾学生的学习差异，帮助不同家庭语言背景的学生，在自己能力所及的情况下，把华文学到最好。值得厘清的是，单元模式绝非变相的分流机制，学生不是被判入固定的源流。教师将观察学生的学习进展，并与家长共同协商，为学生选择最合适的单元组合。当学生取得进步时，他们将能转换学习跑道，学习更适合他们的课程。届时，教师和家长必会同样感到高兴。

教育部课程规划与发展司
华文课程规划员
刘俊铭

中英对照：

• Bridging Module 导入单元
• Core Module 核心单元
• Enrichment Module 深广单元
• School-based Module 校本单元

有关新课程的详细资料，家长可访问教育部的网页，下载一份华文的信息册（PDF）.