Exploring The Primary Chinese Textbooks Of Singapore Under The Differentiated Teaching Theary

The current Primary Chinese Textbooks of Singapore are designed under the differentiated teaching theory. In the orientation stage (grade 5 and grade 6), there are three levels textbooks, textbooks of the Basic Chinese, Chinese and High Chinese. The thesis mainly explores the differences among the three levels textbooks, which are quite different in the focal points, the structure, and the narrative style of the core texts at the macro level. While at the micro level, the differences lie in the quantity and the degree of difficulty of the Chinese characters, words and sentences. The differences show that the Chinese and High Chinese textbooks are designed for the high level Chinese ability, so the differences between these two kind textbooks are minor and quantitative. However, the Basic Chinese textbooks are for the low level, and the differences between the Basic Chinese and the other two kinds of textbooks are great and qualitative. The designs of the differentiated textbooks have some reference value for the implementation of differentiated Chinese teaching in home and abroad. To further improve the current differentiated textbooks, they should pay more attention to the differences in the nature of language learning and the basis of the classification. What's more, the content of textbooks should be consistent with the laws of the learning science.There are three major innovations in this thesis. Firstly, we summarize the specific content of the differentiated teaching theory of Singapore, that is, to meet the social needs of talents with different Chinese ability, the government carries out differentiated Chinese curriculum with differentiated Chinese textbooks, so that all students can learn Chinese efficiently. Secondly, the thesis explores the differences among the three levels textbooks from both the macro and micro perspectives. The results will deepen the study of the design of differentiated textbooks for different levels of Chinese learning. Thirdly, the thesis pointes out the inadequacy of the current differentiated Chinese Textbooks of Singapore, and gives suggestions accordingly.