The Present Situation And Analysis Of Oral Chinese Teaching In Little Paddington Preschool In Singapore

This paper takes the oral Chinese teaching of little Paddington preschool(LPP)in Singapore as the research object,use literature method,case analysis method,comparative analysis method,etc,and makes an investigation and analysis from three aspects: teaching,teachers and teaching materials,and draws some conclusions as follows:As for teaching,although teachers choose different teaching methods based on different age groups of young children,they all use either the direct teaching methods,or situational teaching methods or listening and speaking teaching methods all the time,low classroom opening rate of young children in learning Chinese,which leads to one of the common problems of single teaching form and insufficient teaching content of life;Age development is different and leads to different degrees of oral expression problems,such as: do not understand,can not express,Chinese and English doped,expression is not accurate enough.In response to these problems,we suggest that teachers should enrich teaching methods in teaching,such as combining two or more teaching methods in one teaching to improve children's learning enthusiasm;and teachers also should pay attention to children's learning needs,under the same theme,let children choose their favorite learning content,therefore to increase the willing of learning for children;pay attention to children's desire to be positive learning feelings,by holding regular small activities,let parents understand and affirm the situation of children's learning,in order to encourage children to study Chinese more diligently;Teachers encourage children to speak more in the classroom,use the ways children are interested in teaching to improve children's interest in learning,improve the way of questioning and error correction in the classroom,strengthen communication with parents to stimulate home-building cooperation and create a good family second-language environment.Regarding to teachers,teachers' origin,academic qualifications and teaching experience will affect their choice of teaching methods.Teachers generally have the problems of professional knowledge and teaching experience of Chinese as a foreign language,insufficient foreign language ability.Teachers from mainland China do not understand the Singapore teaching system.And also for teachers from Taiwan do not have the knowledge of mainland character strokes and pinyin.To solve these problems,we recommend that all teachers take part in the collective training of Chinese international education expertise,the English training courses for Chinese teachers,the pre-service training of mainland teachers on individual teachers,the pinyin training of Taiwanese teachers and the strengthening of their own strokes study.And local teachers in Singapore can only pay attention to oral expression,and strive to achieve standardization.When comparing the LPP teaching material and <learning Chines with fun>.There are 4 similar point and 3-4 different points;The general design of the teaching activities are the same;from the teaching objective of the 4 year old class,we can see that the they are both emphasize on the listening,speaking and reading,however,there are some difference on the difficulties.Both teaching materials are lack of interesting and over abundant in content.Both teaching material have their own advantages and disadvantages.The teaching material of LPP is more relate to the daily life of those non-Chinese young children,but there are few practices,also the difficulties of the learning objectives and practices is not suit for them.In contrast,<learning Chines with Fun> is more suitable for the local young children with moderate difficulties on the practices and supplemental teaching material.But there is less practice on the oral speaking practice compared to the LPP teaching material.So in order to solve above problems,we suggest to combine the advantages of these two teaching material and develop a new teaching material that is more suitable to the young children.Enrich the teaching material,increase the creative change to make it more attractive and interesting for the young children;Change the content of the teaching material and make it more suitable for the ability of non-Chinese young children,with the focus on learning on the listening and speaking.