TY - JOUR AU - Seow, Yuening PY - 2020/12/24 Y2 - 2024/03/28 TI - KSSM初中华文科语法教学问题及其对策 ——以课标与课本为例: Problems and Solutions in the Chinese Language (L1) Grammar Instructions at the Lower-Secondary Level of KSSM JF - ERUDITE: Journal of Chinese Studies and Education JA - ERUDITE VL - 1 IS - 2 SE - Articles DO - 10.37134/erudite.vol1.2.4.2020 UR - https://ejournal.upsi.edu.my/index.php/ERUDITE/article/view/4417 SP - 89-108 AB - <p style="text-align: justify;">马来西亚自2017年开始推行中学标准课程(KSSM),其华文科课程与此前不同,明显具有“淡化语法”的倾向。新课程虽然保留“语文基础知识”这一教学模块,但规定教师“不应另设教材”,只能“随文带出”,对语法教学带来一定的负面影响。本文以初中(预备班至中三)华文课程标准及课本为考察对象,分析新课程里的语法教学问题,然后再根据我国的语言环境与实际需求,针对华文科的语法教学提出改善建议。</p><p><strong>Abstract</strong></p><p style="text-align: justify;">Contrary to the previous syllabus (KBSM), the Chinese language which is taught as a mother-tongue subject under the current Malaysian Standard-Based Curriculum for Secondary Schools (KSSM) puts less emphasis on grammar teaching and learning. Although grammar lesson is still a part of the Basic Knowledge of Language module, Chinese teachers are not allowed to use specific materials to teach grammar, which means that grammar can only be instructed together with reading skills. This is distinct from the English and Malay Language where grammar is taught by using the modular approach, and pupils learn grammar rules in context as well as in isolation. This paper examines the problems of teaching Chinese grammar at the Lower-Secondary School level by analyzing the curriculum documents and textbooks. It also provides some practical solutions which could fit into the Malaysian context.</p><p><strong><em>Keywords</em></strong><em>:</em> language pedagogy, grammar teaching, native language</p> ER -