A comparative study of Chinese language curricula for lower secondary education in China and Malaysia

Lim, Zhi Yi

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Type :	thesis
Subject :	PL Languages and literatures of Eastern Asia, Africa, Oceania
Main Author :	Lim, Zhi Yi
Title :	A comparative study of Chinese language curricula for lower secondary education in China and Malaysia

Place of Production :	Tanjong Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2023
Corporate Name :	Perpustakaan Tuanku Bainun
PDF Guest :	Click to view PDF file

Abstract : Perpustakaan Tuanku Bainun

This research was conducted to study Chinese language curricula for secondary education from Malaysia and China. The curricula included were DSKP Chinese for Form 1, Form 2 and Form 3 students in Malaysia, and Standard Chinese Language Curriculum of Compulsory Education (SCLCCE) that devoted for students range from Year 7 to Year 9 in China. The main objective of this research to identify and analyze the similarities and differences between the curricula in order to provide more insights for both parties to learn from each other. The study was conducted by using the inferential content analysis by analyzing both of the curricula with 11 components as suggested by UNESCO International Bureau of Education. The components suggested are (i) Introduction, (ii) Curriculum Vision, (iii) Aims and Objectives, (iv) Values and Principles, (v) Philosophy of Teaching and Learning, (vi) Curriculum Architecture, (vii) The Importance of Competency, (viii) Areas of Learning, (ix) Teaching Methodology and Strategies, (x) Assessment. The contents from both of the curricula had been translated into English, and then reorganize in all 11 components as mentioned above. Based on the comparison, the researcher had analyzed the qualities of both curricula based on the descriptors that provided by Stabback based on the Tyler’s Model. The results showed that DSKP appeared to possess the good qualities of curriculum in terms of “Values each child and holds that every child matters equally”, “Comprises high quality, relevant and appropriate ‘content’ and contributes to the development of competence” and “Well organized and structured”. Besides, both curricula also possess a good quality of “Underpinned by a set of assumptions about how children learn”. The future research is suggested to expand the education level up until the upper secondary level, in order to study both the curricula from a boarder and profound perspective.

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