Research On Chinese Pinyin Teaching In Malaysia Chinese Primary School

With the influence of economic globalization,international Chinese education has shown a trend of vigorous development.In the tide of overseas Chinese education,Malaysian Chinese teaching has become the largest Chinese-speaking education area outside of China with its distinctive advantages of Chinese-speaking mother tongue and sound Chinese education system.Malaysian Chinese education has a complete teaching system from primary school to university education.Among them,the teaching of Chinese as a medium of instruction is mainly embodied in the primary school stage.According to the teaching practice at Hualian Primary School in Malaysia,I found that there are many differences between primary school Chinese education in Malaysia and in Mainland China which are both in the same mother tongue education,and the differences among the teaching of pinyin are particularly significant.This article takes the situation of Chinese Pinyin teaching in Hualian Primary School as the research object,investigates and studies the situation of Pinyin teaching through investigation,questionnaire,observation,interview and comparative analysis,find that pinyin teaching exist many problems.Then from the different levels of Hualian Primary School,this paper analyzes the reason of Malaysia primary school pinyin teaching status quo,and tries to put forward suggestions on the problems of pinyin teaching in Malaysia from the aspects of teaching attitude,teaching methods and teaching resources,in order to improve Malaysia primaryschool pinyin teaching level to promote the development of Chinese language education in Malaysia.At the same time,it also provides reference for the teaching of Chinese Pinyin abroad.Through the investigation and study,I found that Malaysia primary school Pinyin teaching has been influenced by many aspects,such as Malaysian Chinese policies,Chinese curriculum design,Chinese teaching materials and teaching methods.The changes of the curriculums,teaching materials and teaching methods has led to the fact that pinyin teaching is not taken seriously and Pinyin teaching is not effective.Therefore,this paper explores the reasons for the formation of the status quo of Malaysia pramary school Pinyin teaching from the perspectives of the state,teachers,students and families.The transformation of the curriculum outline of Chinese weakened the proportion of Pinyin teaching,teachers no longer attached importance to Pinyin teaching and teachers'Limitations,the single Pinyin teaching methods,lack of interest in learning the students,the pressure of learning in three languages,the parents of Chinese learning attitude and family dialect environment and so on.In view of the many problems existing in the teaching of Malaysia primary school,based on the current situation of Chinese education in Malaysia,I try to put forward some feasible suggestions in teaching practice from two aspects:schools and teachers.From the aspects of Pinyin teaching attitude,teaching methods and teaching resources,we can explain the factors that can be improved in Pinyin teaching,including schools and teachers should pay more attention to Chinese pinyin teaching and increase the time of curriculum setting.Teachers should improve their teaching methods and adopt diversified teaching methods to promote Teaching;schools and teachers to actively provide a variety of teaching resources;education subjects at all levels cooperate with each other to raise the Pupil level of Chinese students and promote Chinese learning.