INCORPORATING CHINESE TRADITIONAL CULTURE IN PRIMARY SCHOOL CHINESE TEXTBOOKS

"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.

Cultural Infiltration of Foreign Literary Works in Senior High School Chinese Textbooks

Foreign literary works are an important part of Chinese textbooks in high schools. However, the exam-oriented education results in a marginalized and unsatisfactory teaching of foreign literary works. Based on the high school Chinese textbook by PEP (People’s Education Press), teaching practices, and requirements of the new curriculum standards, this article analyzes the foreign literary works in the textbook, explores its value and the infiltration of cultural spirit in teaching, discusses the problems in teaching, as well as provides suggestions to them in hope to gain attention in the teaching of foreign literary works, broaden students’ horizons, and cultivate their humanistic spirit.

Analysis on the Localization Characteristics of Phonetic Teaching in Chinese Textbooks in Hungary and Italy

In the context of the global Chinese language boom, Hungary and Italy are countries along the Belt and Road, and the Chinese language learning in the two countries is in the ascendant. However, the number of small language textbooks published on the market is scarce. For this reason, this article selects Hungarian Chinese Textbook and Italian Learn Chinese to analyze and compare the localization characteristics of phonetic teaching, hoping to provide concrete and substantive suggestions for future revision or compilation of targeted localized Chinese textbooks.

The Grammatical Form of Content and Functions Words in Chinese Textbook for Indonesian Students

With the rapid of China‘s society development, chinese content and function words had their own development in static and dynamic form in grammatical form. Indonesian students have to know well about the functions and characteristics of Chinese content and function words in order to learn and used Chinese words. This research used qualitative method and the category based on Modern Chinese Dictionary (现代汉语词典Xiandai Hanyu Cidian) to categorize the vocabularies in Contemporary Chinese textbook. The results showed that 46% of content words were nouns, 26% were verbs, and 13% were adjectives. The content words in Contemporary Chinese textbook include six parts of speech in the category of content words were nouns, verbs, adjectives, numerals, measure words and pronouns. The function words in these content words were categorized into four of six parts, there were adverbs, prepositions, conjunctions, auxiliary words. There were no exclamation words, onomatopoetic words in the textbook. 42% of function words were adverbs, 17% conjunction words, 13% were prepositions, and some function words category had unique characteristics, such as the adverb ―把ba and―离li, the auxiliary words (―的de，―得de，―地de).

Analisis Buku Siswa Matematika SMA dari Indonesia dan China Pada Materi Peluang dan Statistik

Buku pelajaran menjadi salah satu peranan penting dalam meningkatkan kemampuan matematis dan hasil belajar siswa. penelitian ini bertujuan untuk menganalisis konten pada buku cetak yang banyak dipakai di Indonesia dan china. Objek pada penelitian ini adalah materi peluang dan statistik pada SMA kelas 12. Metode penelitian yang dipakai pada penelitian ini adalah deskriptif kualitatif. Textbook dianalisis dari beberapa aspek penting seperti susunan materi peluang dan statistic, pembagian jam mata pelajaran dan analisis yang dilakukan pada soal latihan. Hasil pada penelitian ini menunjukkan bahwa jam mata pelajaran di Indonesia lebih banyak 14 jam mata pelajaran dibanding di china. Susunan materi peluang dan statistik di Indonesia lebih banyak di banding susunan materi peluang dan statistic di Indonesia. Jumlah soal latihan pada Indonesian textbook lebih banyak dibanding chinese textbook. Tetapi jumlah type soal applying dan reasoning pada chinese textbook lebih banyak dibanding Indonesia textbook. siswa di Indonesia terbiasa dengan banyak latihan soal. Sedangkan siswa di china lebih fokus pada poin-poin penting dan meningkatkan kemampuan high order thinking (HOT) siswa. diharapkan penelitian ini dapat menjadi bahan pertimbangan pada penyusunan textbook pada kurikulum selanjutnya pada dua Negara.