华文教学论文 PDF

A STUDY OF CHINESE TEACHING
AND LEARNING IN LOWER SECONDARY

EDUCATION IN MALAYSIA
KONG YOKE KAI
MASTER OF ARTS (CHINESE STUDIES)
INSTITUTE OF CHINESE STUDIES

UNIVERSITI TUNKU ABDUL RAHMAN
AUGUST 2011

A STUDY OF CHINESE TEACHING
AND LEARNING IN LOWER SECONDARY
EDUCATION IN MALAYSIA
BY
KONG YOKE KAI
A dissertation submitted to the Department

of Chinese Studies, Institute of Chinese Studies,
Universiti Tunku Abdul Rahman, in partial
fulfillment of the requirements for the degree of
Master of Arts (Chinese Studies)
August 2011
1988
ii
120
iii
iv
Abstract
As a core component of Chinese education, the teaching and learning of

Chinese language in Malaysia has a rather integrated delivery system. In fact, the status
of Chinese teaching and learning is clearly stated in the countrys Education Acts.
But ironically in practice, the teaching and learning of Chinese language is weak indeed.
Many problems prevailed in the national secondary schools concerning Chinese
teaching and learning since independence have not even been solved. As Chinese
learning is a type of language learning which also acts as the medium of promoting
culture and carries the mission of Chinese people as a whole, it is natural that Chinese
teaching and learning in national secondary schools becomes the subject of concern for
all.
This study focuses on lower secondary as a research area as this is the

stage where it adjoins the Chinese education in primary schools and upper secondary
level in secondary schools. The success or failure of lower secondary learning in
Chinese language will have a tremendous impact on the upper secondary learning. This
research aims at studying the development of Chinese teaching and learning in lower
secondary education in Malaysia since the independence of our country. It also
identifies shortcomings and weaknesses that arose during this period and giving
suggestions of solving the problems in the future. It consists of six chapters.
Chapter 1 is the introduction whereby the aim and importance of this study
are explained. The results of this study serve the purpose of cross-examining the
progress and development of Chinese teaching and learning that has been going on
v
so far so that problems and limitations traced will be redressed towards betterment of
Chinese education.
Chapter 2
touches
on the development of Chinese teaching and
learning in the historical context and discusses the nature of Chinese teaching and
learning and the development of teaching objectives of the language. This chapter
discusses the relationship between primary Chinese education and secondary Chinese
education which exists on the fact that it is the continuation of the former. It also brings
forth the historical factors which exert influence on the development of Chinese
teaching and learning in the country. The nature of first language teaching for Chinese
is also identified which is in accordance with the mission of the teaching of mother
tongue and needs of learning Chinese culture. Other than that, this chapter expounds on
the revision of the teaching objectives in the Chinese curriculum. In the very early times,
the teaching of Chinese focused on gaining knowledge. From 1988 onwards, it focused
mainly on learning the skills of the language itself, i.e. the skills of listening, speaking,
reading and writing. Yet, it shows that the teaching of the skills of listening and
speaking are not up to the level expected. This chapter serves to suggest measures taken
to really put into effect the learning of the two skills concerned. Besides, it suggests that
the teaching content must comprise of modern and old times materials in order to
achieve the objectives of Chinese education.
Chapter 3 introduces and discusses the contemporary teaching content of

the lower secondary Chinese language
which
depicts
the
comprehensive
learning of the skills in listening, speaking, reading and writing. However, it

shows that the content for teaching and learning of listening and speaking skills are
weak for all levels of lower secondary, whereas some contents are too much and diverse
vi
to the Remove Class pupils who are weak in their study. As for Form 1 to 3 pupils, this
amount of learning content is not compatible to the learning periods of only three or 120
minutes per week. A comparison between the old and new syllabuss teaching materials
from textbooks shows that there are differences found due to the different needs of the
syllabi. Old textbooks emphasize on ethics and moral practice, learning of knowledge
and promoting Chinese culture, whereas textbooks that are based on new syllabus focus
on learning language skills. This chapter suggests ways to improve and strike a
balance in the compilation of teaching content in terms of quality so that it conforms
to the learning psychology of human nature and follows the ruling concept of learning
language skills and promoting humanity. As for teaching materials,
an addition of
Chinese classics and modern Chinese writings is needed to promote cultural learning;
so are materials in the learning activity to reflect national identity and change of times.
Chapter 4 discusses the evaluation of Chinese learning being carried out in

schools and in the country. This study shows that only writing skills and knowledge on
Chinese language are included in the test or examination papers. Evaluation of skills in
reading, listening and speaking is left out. This
type of evaluation is part of the
examination-oriented education system and does not reflect the actual learning of the
Chinese language. This chapter suggests that the revision of the evaluation content is
needed and evaluation of the skills of
listening, reading and speaking to be included
in future, with the inclusion of school-based evaluation as a complementary method.
Chapter 5 identifies and discusses the problems encountered in the process of

delivering Chinese learning and learning in the nation thus far. These problems include
serious shortage of qualified Chinese language teachers, lack of good teaching qualities
and positive thinking of teachers, lack of teaching time, the elective status of Chinese
vii
language in terms of examination, deviation of school administrators, the influence of

examination-oriented education system on the mindset of students, problems related to
after-school classes, lack of positive attitude in learning Chinese, the negative and
materialistic attitude of parents and so forth. These problems tend to complicate with
each other and make the teaching and learning of Chinese weak, less spirited and
difficult in the true nature. This chapter emphasizes that all parties concerned, including
Assistant Directors for Chinese language in the various State Education Departments,
Ministry of Higher Education, Ministry of Education,
Curriculum Development
Division, school administrators, teachers, students and society at large should play
their respective role in order to upgrade the Chinese program and enrich the cultural
education of Malaysian Chinese effectively.
Chapter 6 concludes that there is ample room for improvement in the

teaching and learning of Chinese in lower secondary education in Malaysia as a
whole including the areas of formulating teaching objectives, teaching content and
materials and evaluation of the subject itself in line with the mission and the
transformation of Chinese education in this country. But the big challenge lies in the
fact that initiative and action are needed in full force to realize the teaching objectives in
the true sense, making classroom teaching and learning more effective and upgrading
action and functions of the various units of government ministries in the long run, until
then only will the Chinese education in lower secondary in government schools be
better.
Key words: Chinese Language teaching and learning, Chinese education, cultural
education.
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A STUDY OF CHINESE TEACHING

AND LEARNING IN LOWER SECONDARY

KONG YOKE KAI

MASTER OF ARTS (CHINESE STUDIES)

INSTITUTE OF CHINESE STUDIES

KONG YOKE KAI

A dissertation submitted to the Department

As a core component of Chinese education, the teaching and learning of

This study focuses on lower secondary as a research area as this is the

on the development of Chinese teaching and

Chapter 3 introduces and discusses the contemporary teaching content of

learning of the skills in listening, speaking, reading and writing. However, it

Chapter 4 discusses the evaluation of Chinese learning being carried out in

type of evaluation is part of the

listening, reading and speaking to be included

in future, with the inclusion of school-based evaluation as a complementary method.

Chapter 5 identifies and discusses the problems encountered in the process of

language in terms of examination, deviation of school administrators, the influence of

Chapter 6 concludes that there is ample room for improvement in the

Pelan Induk Pembangunan Pendidikan, 2006-2010

(Kelas Peralihan)Tingkatan 1 Tingkatan 3

Tingkatan 4Tingkatan 5 Akta Pendidikan 1996 (Akta 550) & Peraturan-peraturan

Perlembagaan Persekutuan Hingga 1 Mac 2010. 2010 3 1 :

International Law Books Services2010 221-222

1996 Mata Pelajaran Tambahan,

Akta Pendidikan 1996 (Akta 550) & Peraturan-peraturan Terpilih 142

Peoples Own Language (POL)

Falsafah Pendidikan Negara: 145

The Malaya Press Sdn. Bhd., 2003

45% 30% 16%, 9%

Penilaian Menengah Rendah

Lower Certificate Of Education LCE

Sijil Rendah Pelajaran SRP

Penilaian Menengah Rendah PMR

2010 12 2012 PMR UPSR

1.7 2005 2007

2000 1 400 166

2008-12-02 20:43 / 2010-07-25

2010 200 176 120

http://search.sinchew-i.com/node/47660?k, 2007-11-26 20:42 / 2010-08-15

Press Sdn. Bhd2008

Kementerian Pelajaran Malaysia (2008): Kecemerlangan Modal Insan:

11The Malaya Press Sdn. Bhd., 2003

Malaysia : Lembaga Peperiksaan(2005), Format

Pentaksiran PMR Bahasa Cina.Kuala Lumpur: Kementerian Pelajaran

Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah, Bahasa Cina.

Sukatan Pelajaran Sekolah Menengah, Bahasa Cina. Kuala Lumpur:

Menengah,Bahasa Cina, Tingkatan Peralihan. Kuala Lumpur: Kementerian

Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah, Bahasa

Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah,

Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah,

11The Malaya Press Sdn. Bhd.,

13. Lembaga Penyelidikan Undang-undang (2010): Akta Pendidikan 1996 (Akta

550) & Peraturan-peraturan Terpilih Sehingga 1 Mac 2010. Kuala Lumpur:

14Kementerian Pelajaran Malaysia:

Dewan Bahasa Dan

Laporan Jawatankuasa Kabinet Mengkaji Pelaksanaan Dasar Pelajaran.

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