An Analysis Of The Design Of Pre-school Chinese Classroom Teaching Activities In Singapore

Singapore has four official languages: English,Chinese,Malay and Tamil.The teaching of Chinese as a second language has achieved outstanding results in Singapore without the Singapore Government's emphasis on Chinese teaching.With the rise of ‘Chinese fever' around the world,the number of people learning Chinese in Singapore is increasing,and all aspects of Chinese teaching are being challenged,especially at the pre-primary stage of second language learning.Related topics are becoming increasingly popular.The research subject of this article is the design of the content of the second-year Chinese classroom teaching activities of STPS kindergarten class in a representative semi-public pre-school education institution in Singapore.A survey was conducted to interview 62 Chinese teachers in kindergarten classes,as well as an observation on 15 preschool children in one kindergarten class.Based on the theoretical basis and practice of preschool pedagogy,early childhood psychology,and second language teaching,the author compiled classroom teaching activities and teaching experience with curriculum groups to create the Design-Application of "Guide to Preschool Chinese Teaching" in Teaching.This study includes the curriculum for a week of classroom teaching activities in the "Guide to Preschool Chinese Teaching",questionnaire surveys by Chinese teachers,and interviews with children before and after class.Through questionnaires,case studies,analyses,and conclusions,we reflected on the problems existing in the design of preschool Chinese teaching activities in Singapore and proposed solutions for them.At the same time,we proposed the principles and strategies to be followed in the design of Chinese teaching activities.First of all,we must emphasise and strengthen teacher training.We recommend that Chinese teachers strengthen their theoretical literacy related to the design of classroom teaching activities;strengthen their understanding of Singapore's "Preschool Mother Tongue Curriculum Framework" and "Preschool Chinese Teaching Guide";strengthen the professional knowledge of teaching Chinese as a second language,Skills and literacy training.Secondly,we must follow the principles and strategies for the design of preschool Chinese teaching activities.The principle is to design teaching activities based on relevant educational theories and iTeach guidelines;to design appropriate teaching activities based on children's interests,needs and Chinese language skills;the design of teaching activities must integrate local multiculturalism,and emphasize on play and practical skills;We must set language skills training goals for listening,speaking,reading,and writing;set goals for knowledge,skills,and learning quality for children;organically combine the six development areas and the six learning qualities to cultivate children's comprehensive development.The strategy is to formulate the design framework and content of teaching activities;the proportion of language skills training;the design of classroom teaching activities in a week should involve six development areas and six learning qualities in order to enable children to develop comprehensively;set language skills training Goals and activity goals;design of teaching activity process;teaching evaluation after implementation of teaching activities.