A Study of Cultural Elements in High Level Chinese Language Textbooks for Primary National School

2021 ◽  
Vol 5 (4) ◽  
pp. 1
Author(s):  
Lim Kian Ming ◽  
Fan Pik Shy
Keyword(s):  
Primary School ◽  
Communicative Competence ◽  
Chinese Language ◽  
Cultural Elements ◽  
National School ◽  
Library Research ◽  
High Level ◽  
Teaching Chinese ◽  
School Standard

This study examines the cultural elements in Teaching Chinese as a Second Language (TCSL) based on six high-level of National Primary School’s Chinese Language (BCSK) textbooks, which are textbooks of  BCSK KBSR (Primary School Integrated Curriculum) Standard four to Standard six and textbooks of  BCSK KSSR (Primary School Standard Curriculum) Standard four to Standard six in order to investigate the changes of cultural elements content and describe the features of cultural elements in this two sets of high-level BCSK textbooks. Researcher has used library research methods and information technology methods to collect data and then use quantitative and qualitative analysis methods to calculate cultural elements in high-level BCSK textbooks by referenced to the criteria of classification of cultural elements which designed by researcher based on previous studies as well as the references of TCSL experts. The results showed that (1) high level BCSK KSSR textbooks are found that had more cultural elements for the total number of 622 compared to 522 in high-level BCSK KBSR textbook with the increasing of 19.16% and  (2) high-level BCSK KSSR textbooks can be said to be more ideal to fostering communicative competence as the cultural elements in this set of BCSK textbooks are more geared towards communicative cultural elements with a record rate of 46.30% compared to 39.27% only in high-level BCSK KBSR textbooks.

scholarly journals RECEPTIONS AND METHODS IN TEACHING CHINESE STUDENTS OF RUSSIAN SPOKEN SPEECH

2020 ◽  
Vol 116 (5) ◽  
pp. 61-74
Author(s):  
Elena M. Boldyreva ◽  
Keyword(s):  
Communicative Competence ◽  
Chinese Students ◽  
Chinese Student ◽  
Educational Process ◽  
System A ◽  
New Information ◽  
Oral Speech ◽  
Didactic Material ◽  
High Level ◽  
Teaching Chinese

The article examines the problems and methods of teaching russian spoken speech at a chinese university, taking into account the ethnocultural characteristics of the chinese audience and the specifics of the chinese student education system. A system of methods and approaches is justified, which contributes to the effective mastery of russian spoken speech. The article describes the features of the chinese audience, complicating the mastery of russian spoken speech in the RCT lesson. The principles and exercises proposed in the article contribute to the organization of such an educational process that will ensure the achievement of a high level of communicative competence of chinese students, the author considers certain didactic techniques that allow achieving a high level of formation of foreign-language communicative competence, neutralization of passion and psychological barrier («psychological counseling», debates, «brainstorming», «fun pictures», comic dialogues, thematic autostoritelling, «black box», «director himself», roleplaying games, «lexical physical education», etc.). The article notes that the main way to overcome this is to use means, methods and techniques in the process of training based on the pedagogical impact of humor, the use of which should become an integral component of the process of teaching chinese students of oral speech and be consistently implemented in all aspects of this process: in the speech behavior of the teacher, in the selection of didactic material, in the typology of the proposed tasks. The author justifies the concept of lessons in colloquial speech as an «encyclopedia of life» and the need to expand the outlook of students by providing them with new information from the field of «background knowledge», not only aimed at expanding the lexical base, but also containing interesting information about psychological and cultural phenomena.

scholarly journals Framework of Reference for Chinese Language

2018 ◽  
Vol 27 (7) ◽  
pp. 153-163
Author(s):  
T. L. Guruleva
Keyword(s):  
Comparative Analysis ◽  
Chinese Culture ◽  
Communicative Competence ◽  
Chinese Language ◽  
Level Structure ◽  
Component Structure ◽  
Chinese Model ◽  
Hieroglyphic Writing ◽  
History Of ◽  
Teaching Chinese

The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparative analysis of the levels of the framework of reference for Chinese language with the levels of the Common European Framework of Reference for Languages. The conclusion is made about the specificity of the Chinese model of communicative competence, reflecting the features of the isolating Chinese language, the verbal syllabic Chinese hieroglyphic writing, the autochthonous Chinese culture, and the related features of teaching Chinese as a foreign language.

scholarly journals Peculiarities of genesis of the classical phrase particles of Chinese language

Litera ◽  
2021 ◽  
pp. 134-143
Author(s):  
Alena Dmitrievna Pavlova ◽  
Tatiana Leonidovna Guruleva
Keyword(s):  
Communicative Competence ◽  
Chinese Language ◽  
Development Patterns ◽  
Diachronic Analysis ◽  
Teaching Chinese ◽  
Written Sources

This article is dedicated to the evolution of phrase particles in Chinese language. The goal consists in examination of genesis of the classical phrase particles of Chinese language and their development patterns. The article also describes the origins of phrase particles, which were established as a result of analysis of the genesis. The relevance of this research is substantiated by the need for diachronic analysis of the particles in order to understand the essence and peculiarities of the functionality of modern particles. Recent years indicate heightened interest to learning Chinese language. The requirements to the level of formation of the Chinese linguistic personality in the process of teaching Chinese language at schools and universities have also grown significantly. Phrase particles play an important role in the development of communicative competence of the learners of Chinese language. Leaning on the existing theoretical works and written sources, the author analyzes the particles of Putonghua from the III century BC until the eary XX century was performed, as well as reconstructs the process of formation and development of the modern classical phrase particles (啊，吗，吧，呢，了，的). The conclusions are formulated on the origins of classical phrase particles of Chinese language and their development patterns; description is given to the peculiarities of formation of each of the classical phrase particles.

Кытай тилин чет тили катары окутууда салттуу кытай маданияты жөнүндө аңгемелешүү

2019 ◽  
pp. 18-23
Author(s):  
Айнура Кенеш кызы ◽  
Аида Урпоева
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Chinese Culture ◽  
Communicative Competence ◽  
Chinese Language ◽  
Cultural Knowledge ◽  
Chinese Society ◽  
Culture Teaching ◽  
The Given ◽  
Teaching Chinese

Аннотация: Кытай тилин окутууда ал элдин маданияты жөнүндө айтуу өзгөчө маанилүү. Кытай маданиятына үрп-адаттар, тамак-аш түрү, кийим-кечек, ыр-бий жанрлары, сүрөт искусствосу, тил жана тарых илимдери кирет. Тилди чындап өздөштүрүү үчүн ошол элдин маданиятын билүүбүз зарыл. Кытай тилин чет тили катары окутууда кытай маданиятын жеткиликтүү билүү негизги ас- пектилерден болуп саналат. Кытай тилин чет тили катары үйрөнүүдө ал элдин маданий байланышын толук аңдап билүү үчүн коммуникативдик компетенцияны өнүктүрүү, колдонуу керек. Кытай тилин чет тили катары үйрөнүүдө студенттер эреже катары кытай коому, маданияты тууралуу көптү билиши керек, ошондой эле чыныгы маданий өзгөчөлүктөрүн үйрөнүүлөрү керек. Ошондуктан кы- тай тилин чет тили катары окутуу кытай маданиятын, тарыхын, адабиятын окутуудан бөлүнүп каралбайт. Түйүндүү сөздөр: кытай маданияты, кытай тилин чет тили катары окутуу, маданий алака, коммуникативдик компетенция, үрп-адат. Аннотация: Культура чрезвычайно важна в преподавании китайского языка. Культура Китая включает в себя обычаи и традиции, кухню, одежду, музыку, танцы, живопись, язык и историю. Чтобы по-настоящему овладеть языком, мы должны изучить культуру, которую представляет данный язык. Соответствующее знание китайской культуры также является одним из аспектов содержания преподавания китайского языка как иностранного. Коммуникативная компетенция, которая должна развиваться при обучении китайскому языку как иностранному, на самом деле является способностью к межкультурному общению. Изучая китайский язык, иностранные студенты, как правило, должны больше знать о китайском обществе и культуре, а также изучить профессиональные культурные знания. Поэтому преподавание китайского языка как иностранного неотделимо от преподавания китайской культуры, истории и литературы. Ключевые слова: Китайская культура, преподавание китайского языка как иностранного, культурный обмен, коммуникативная компетенция, обычаи и традиции. Annotation: Culture is very important in teaching Chinese language. To know language really well, we must learn the culture that the given language is represent. Appropriate knowledge of Chinese culture is one the aspects of content of teaching Chinese as a foreign language. Communicative competence, which should be developed when learning Chinese as a foreign language, is in fact the ability to intercultural communication. Foreign students in learning Chinese, as a rule, should know more about Chinese society and culture, also learn well professional cultural knowledge. Therefore, the teaching of Chinese as a foreign language is inseparable from the teaching of Chineseculture, history and literature. Keywords: Chinese culture, teaching Chinese language as a foreign language, cultural exchange, communicative competence, customs and traditions.

scholarly journals Developing Selected Aspects of Intercultural Communicative Competence in the EFL Lower Primary Classroom: Learners’ Perceptions of Online Culture-Based Lessons

2021 ◽  
Vol 45 (3) ◽  
pp. 83-95
Author(s):  
Izabela Jarosz ◽  
Anna Kiszczak ◽  
Małgorzata Krzemińska-Adamek
Keyword(s):  
Primary School ◽  
Classroom Practice ◽  
Core Curriculum ◽  
Communicative Competence ◽  
Second Graders ◽  
Cultural Issues ◽  
Intercultural Communicative Competence ◽  
Online Classroom ◽  
Cultural Elements ◽  
The Core

The present paper aims to outline a study devoted to the implementation of Intercultural Communicative Competence (ICC) into primary online classroom practice. The selected aspects of Anglophone cultural content were chosen to complement the students’ cultural issues covered by the core curriculum. The cultural elements were incorporated into the background of EFL materials focusing on teaching vocabulary by means of a range of activities suitable for primary school learners (42 second graders). The conclusions to be presented will provide the researchers' reflections on the implementation of and the students’ responses to the lessons.

scholarly journals INCORPORATING CHINESE TRADITIONAL CULTURE IN PRIMARY SCHOOL CHINESE TEXTBOOKS

2021 ◽  
Vol 4 (16) ◽  
pp. 16-46
Author(s):  
Ruoh Yih Sik
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Chinese Culture ◽  
Chinese Literature ◽  
Chinese Language ◽  
Food Culture ◽  
Chinese Family ◽  
Chinese Education ◽  
Cultural Elements ◽  
Chinese Textbook

"Where there are Chinese people, there is Chinese education". The Malaysian Chinese ancestors practised Chinese education in Malaysia since their arrival and with their efforts, Malaysia has the most comprehensive and systematic Chinese education in Southeast Asia. It is also considered the country that has preserved Chinese culture the best (Qian, 2017). Since 2011, the Chinese language has been offered as an elective subject in the standards-based curriculum for primary school (KSSR) syllabus. Since introducing Chinese into classrooms, there have been two versions of Chinese textbooks for the national primary schools: (KSSR) National Primary School Chinese Textbook from grade 1 until grade 6. Its subsequent revision in 2017 KSSR (Semakan 2017) National Primary School Chinese Textbook has been applied up to grade 5. By studying these two versions of the textbooks, this paper will discuss how Chinese culture is depicted in Malaysian national primary school Chinese textbooks. It will also analyse the elements of Chinese culture and subsequently investigate whether cultural content is necessary to be reinforced in national primary school Chinese textbooks for its text to be enriched. The research objective is determined using integrated studies done within and beyond Malaysia and includes relevant materials, research reports, literature, and dissertation papers. Through literature review, this paper summarises, categories, and analyses content about traditional Chinese cultural elements that can be found in both versions of the Chinese textbooks in national primary school. The traditional Chinese cultures found in both versions of textbooks are listed under seven elements which are: Traditional Chinese Festivities, Traditional Chinese Folk Games, Traditional Chinese Family Appellations, Traditional Chinese Food Culture, Traditional Chinese Arts, Traditional Chinese Customs, Chinese Literature. The collected content is then categorised, arranged, and analysed. A deduction can then be made to provide conclusive recommendations. It can be deduced that the textbooks are pretty packed with relevant and related Chinese cultural elements, but primarily, it is apparent that the Chinese culture is mainly influenced by local cultural elements, which are very close to our daily life. National primary school Chinese language education plays a role in cultural dissemination. It enables pupils of different ethnic backgrounds to learn Chinese and gain a deeper understanding of Chinese culture. As well as can help prevent misunderstandings caused by cultural differences.

scholarly journals The Issue of Differences in the Phonetic System of Chinese in Mainland China and Taiwan (In Terms of Teaching Chinese as a Foreign Language in Russia)

2020 ◽  
pp. 173-181
Author(s):  
Tang Meng-Wei
Keyword(s):  
Chinese Language ◽  
Mainland China ◽  
Educational Institutions ◽  
Modern Chinese ◽  
Teachers And Students ◽  
Developing Area ◽  
The Taiwan Strait ◽  
Political Economic ◽  
Teaching Chinese

In recent years, against the background of comprehensive strengthening of relations between Russia and China, the number of Chinese language students in Russia has increased significantly. Linguistic and didactic research on the Chinese language is becoming a productively developing area. The Chinese language on the two shores of the Taiwan Strait in the 20th century has undergone significant changes due to various political, economic, cultural and social factors. The article attempts to consider the phonetic differences of the modern Chinese language in the aspect of its study in Russia, with the hieroglyphs, which are most often found in Chinese textbooks used in Russian educational institutions, being chosen as the educational material. The article also provides a classification of phonetic differences between words and phrases, which will help teachers and students to trace in more detail the evolution of the modern Chinese language and predict its further development.

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

The Potential of the Russian Language Textbook in the Formation of Primary Schoolchildren’s Communicative Literacy

2018 ◽  
Vol 79 (8) ◽  
pp. 35-40
Author(s):  
M. I. Kuznetsova
Keyword(s):  
Primary School ◽  
Russian Language ◽  
Primary School Children ◽  
Written Text ◽  
Russian Literary ◽  
The Given ◽  
The Russian Language ◽  
Speech Situation ◽  
Linguistic Means

One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.

scholarly journals Semi-automated classification of colonial Microcystis by FlowCAM imaging flow cytometry in mesocosm experiment reveals high heterogeneity during seasonal bloom

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yersultan Mirasbekov ◽  
Adina Zhumakhanova ◽  
Almira Zhantuyakova ◽  
Kuanysh Sarkytbayev ◽  
Dmitry V. Malashenkov ◽  
...  
Keyword(s):  
Machine Learning ◽  
Flow Cytometry ◽  
Spatial Resolution ◽  
Mesocosm Experiment ◽  
Imaging Flow Cytometry ◽  
Leibler Divergence ◽  
Temporal And Spatial ◽  
High Level ◽  
Training Sets

AbstractA machine learning approach was employed to detect and quantify Microcystis colonial morphospecies using FlowCAM-based imaging flow cytometry. The system was trained and tested using samples from a long-term mesocosm experiment (LMWE, Central Jutland, Denmark). The statistical validation of the classification approaches was performed using Hellinger distances, Bray–Curtis dissimilarity, and Kullback–Leibler divergence. The semi-automatic classification based on well-balanced training sets from Microcystis seasonal bloom provided a high level of intergeneric accuracy (96–100%) but relatively low intrageneric accuracy (67–78%). Our results provide a proof-of-concept of how machine learning approaches can be applied to analyze the colonial microalgae. This approach allowed to evaluate Microcystis seasonal bloom in individual mesocosms with high level of temporal and spatial resolution. The observation that some Microcystis morphotypes completely disappeared and re-appeared along the mesocosm experiment timeline supports the hypothesis of the main transition pathways of colonial Microcystis morphoforms. We demonstrated that significant changes in the training sets with colonial images required for accurate classification of Microcystis spp. from time points differed by only two weeks due to Microcystis high phenotypic heterogeneity during the bloom. We conclude that automatic methods not only allow a performance level of human taxonomist, and thus be a valuable time-saving tool in the routine-like identification of colonial phytoplankton taxa, but also can be applied to increase temporal and spatial resolution of the study.

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