马立平中文教材特色介绍[新版]

马立平中文教材特色介绍[新版] 马立平中文教材特点介绍 张丹 获马里兰大学教育学院博士 美中实验学校《马立平中文》教研室主任 很多家长听说了马立平博士编的中文教材, 很感兴趣, 希望了解这套教材的具体情况. 现就我个人的体会, 从一个家长和教师的角度介绍教材的几大特点: 1. 马立平中文教材是专为能听懂普通话的学生学习继承语言而编的。听不懂普通话的学生会有困难. 同时家长在家为孩子创造最大的听说普通话的机会. 2. 马立平中文教材三年级时后才引入拼音，使孩子们完全脱离拼音打中文基础。马立平认为，对讲中文的孩子，学拼音的真正目的不是学汉字学说话，而是查词典， 用中文文字软件，以便学生学中文到一定程度后独立学习更深的中文。这一教学观点早已在国内学校，特别是大城市的学校实施。 3. 教材中每一课的内容都围绕着一个主题。如第一单元中的七课, 都既是完整的课文同时又是一首儿歌或谜语。 上口，容易背诵。 孩子听了几遍就记住了，跟读几遍就认识字了。孩子们一下子就被吸引, 回家还能为家里人和朋友说个谜语, “显一显”中文. 以后高单元高年级的课文都是马立平精心挑选出的最适合学生年龄的中国传统故事或散文，又有趣又中国化。 4. 每一课中的读词读句，即练习新学的字又复习学过的字，变着花样地拼在一起，即有意义，又让孩子有充足的机会接触所学字词。 我没见过任何学中文的教材下如此大的气力和脑力科学地编出这些练习。让人吃惊的是，孩子们真能手指字词，顺口朗读，根本不依赖拼音. 5. 马立平教材包括一整套学生家庭作业，配在每一课文后面。作业形式规范化，类型相似，内容随课文变动。拿手之处是马立平亲自录制制作的作业光盘，其趣味性与功效性无与比拟，孩子们没个不喜欢的。在娱乐之中，孩子们就把作业完成了。作为家长，我总是不知怎么帮孩子又高兴又有成效的做作业。 现在，我那些“骗术”“贿赂术”再也不需要了。马立平教材将很大的重点放在课后作业上, 即要求学生每天接触, 又要求家长监督, 且按部就班. 每次作业时间短, 效果大. 6. 马立平的教材为老师大大减轻了备课与教学的负担。每一课内容在量上非常合理，不多不少，有侧重在课堂上学的，有侧重在家里完成的。教学用的大字卡节省了老师板书的麻烦, 对训练孩子的短时间记忆或课上拼凑新词非常方便有效. 马立平的教纲对课堂教学内容在时间和进度长上作了安排。只要按其 步骤走，每一课计划都能顺利完成。在我们这个现有的教学环境里, 能如期完成教学计划对老师是一个多么大的安慰和鼓励啊～ 7. 马立平教材以听，说，读为主，写为辅。我对她的这一教育思想再支持不过了。 对大多数学生来说，能学到听说读写, 面面俱到，几乎不可能，与其说花时间在四个方面，不如省出写字时间来多学认读，以争取孩子能达到要求的阅读水平。孩子免去了枯燥的写字，保持了兴趣，待稍成熟后凭着兴趣和意愿加学写字，比听说读写齐头并进，每竿子都打不着要强的多. 8. 使用马立平教材的班可以纳入比其他教材班多的学生数, 而老师不感到压力重. 原因在于其的课堂教学内容, 可以组织很多学生同时有事做, 大家一起兴奋参与, 忙忙碌碌, 很少再需要为维持课堂纪律而花时间, 伤脑筋. 我并不赞成大班课. 我要的是马立平中文教材所具备的潜力. 这套教材能使老师在教学中充分发挥创造力和想象力， 把课教的有效又有趣。 9. 为什么马立平博士的教材如此有成效,马立平是国内出类拔萃的教育专家和教育研究学家，在美国获得教学博士。十多年来，精心编写这套中文教材。最让我信得过的地方是，她的每一课的课文对每一个字都经过反复推敲，多次删加，并由几代学生反复实践，证明最佳效果后定稿的。各位家长和老师应该到马立平自己学校的网站仔细了解一下她的中文教育构思和教材特点 (www.mychineseschool.com). 10. 马立平博士编的这套教材始于她教自己女儿的经验。她女儿六岁来美国，马立平在家教她中文，学到小学四年级时，马立平回国做论文，女儿顺利进入中国小学四年级就读～还有比这更有说服力的事实么? 在同事朋友的催促要求下，马立平博士将自己的教学经验和所学的小学教育理论结合，以中国语言文化的精华和情趣，为海外中文教学奉献出了一份无价之宝, 对孩子们的一颗爱心。这是一套出自中国培养出来的, 具有多年在海外工作生活经历, 深知海外儿童学中文的难处和特点, 熟谙中国文化和语言教学的教育家之手,经过”千锤百炼”的教材. 马立平教材不一定适合每一个孩子. 效果也会参差不齐. 家长应凭孩子自己的感觉, 兴趣, 和效果来选取学校或课程. Introduction of “Direct Recognition Method” of Dr. Liping Ma Chinese Language Curriculum By Diana Wobus, Ph.D. from University of Maryland College of Education Director & teacher of Ma Liping (MLP) Chinese Program American Chinese School, Rockville, MD Many parents have heard about Liping Ma?s Chinese curriculum and wish to know more about it. From my personal experience in teaching this curriculum and in helping my child learning this curriculum, I would like to mention a few major characteristics of the curriculum. 1. The curriculum was specially designed for children who already understand the spoken Chinese and wish to learn it as a heritage language. Those children with little comprehension in Chinese will have difficulty in using this curriculum. The curriculum requires parents to speak Chinese as much as possible at home for students to succeed in learning. 2. It is not until the third grade that curriculum introduces pinyin to learners, so that children learn the basics of the Chinese language without the help of pinyin, a phonetic system used in marking the sound of each Chinese character. Dr. Ma believes that for children who already speak the language, the purpose of learning pinyin is not for studying characters or learning to speak but for using Chinese dictionary or Chinese word processor as well as for continuing with Chinese language study at a higher level and independently. This philosophy is not new and has already been implemented in schools in many major cities in China. 3. All of the content in a lesson focuses on one theme. All seven lessons in Unit One, for example, include a text which is also a children rhyme or a riddle, easy to read. Children know them by heart after just a few times of listening and repeating. Those texts are particularly attractive to children, who often find it fun to “recite out loud” or to “act it out” at home. For higher grades, the texts are carefully selected by Dr. Ma from those traditional Chinese stories or essays that are age appropriate. 4. All of the reading exercises in the lessons focus on the new characters but also repeat the characters in previous lessons. Characters are creatively put together to form new, interesting phrases or sentences, yet maintaining meaningfulness and providing maximum exposure to the learned characters. I have not seen any Chinese language textbooks with such an effort of scientifically creating these exercises. What surprises me is that children can truly read every character without any help of pinyin. 5. The curriculum includes a complete set of homework in each lesson. The formats of these exercises are consistent and the content changes with the lesson. This multi-media format of homework is strengthened by Dr. Ma?s personally writing and recording the content. The content of the computerized homework completely focuses on the skills required, with a fun game of text „spelling?, and is loved by all children. Children finish their homework in a fun and relaxed environment. The homework is created in such a way that it?s easy to follow and that it forces children to finish all pieces in the right order on their own. Getting a child to do Chinese homework can be stressful for both the child and the parents. With this curriculum, many parents do not feel helpless any more as the children are motivated to do their homework by themselves. 6. This curriculum takes a great deal of burden off the teacher?s shoulders. The amount of content in each lesson is especially designed to fit into a two-hour class in weekend schools. Some of the lesson work is for classroom and some for home. The large character cards prepared reduces the time teachers used to write characters on the board and are particularly useful for training short-time memory or making up new phrases. The curriculum provides useful teaching strategies and arranges the content efficiently. Teachers can follow the curriculum step by step and it?s not difficult to finish the teaching plan for each lesson. 7. The curriculum focuses on listening, speaking, and reading, with writing as a secondary priority. I am in full agreement with this philosophy. For most of our children living outside a Chinese-speaking environment, it?s almost impossible to be good at all four aspects of the language. Writing in Chinese takes much more effort, which is a number one killer of interest and enjoyment in children for learning Chinese. Children learn to read much more characters than to write them in the same period of time. Rather than spending effort and agony for children to write every character, time is much more effectively and efficiently spent in learning to read first. With the growth of maturity in children, they will be able to learn to write as long as they keep their interest and enthusiasm high in learning Chinese. 8. This curriculum is potentially fit for large size classes, without teachers feeling over burdened. The reason is that the design of the content allows for children to have maximum opportunity to participate and to have enough work to do in class. Teachers have fewer class discipline problems to handle because it?s easy to keep all children busy and pay attention. The curriculum also allows teachers freedom to be creative and imaginative in teaching the required content. 9. What makes this curriculum so effective? Dr. Ma was educated in China and an accomplished educator and researcher with a Ph.D. degree from the U.S. She spent over ten years writing and experimenting this curriculum. She made decisions on the use of every character in each lesson, with several revisions and rounds of experimentation by her students for years. This process itself makes this curriculum trustworthy. Parents and teachers should visit Dr. Ma?s website (www.mychineseschool.com) to get a better understanding of Dr. Ma?s teaching philosophy. 10. Dr. Ma pioneered this set of curriculum with teaching her own daughter. Her daughter came to the U.S. at the age of six and was taught Chinese at home by Dr. Ma. When she was in the fourth grade, Dr. Ma returned to China for her doctoral thesis and took her daughter with her. The daughter entered the fourth grade in a good school in Shanghai, with little problem. This is the living proof of Dr. Ma?s pedagogy in teaching Chinese language. Urged by her colleagues, Dr. Ma started writing her own textbooks, combing her personal experience, her mastery of the Chinese culture and language, and her learning and research in teaching. She gave a priceless gift to teaching and learning the Chinese language overseas and she devoted her heart to children. The curriculum emerged from the hands of a China-trained educator who had many years of living and working overseas, who understands well and sympathizes with the difficulties facing overseas children learning Chinese, who is profoundly knowledgeable about the Chinese culture and language, and whose textbooks have been used and tested by her students for a decade. This curriculum may not be suitable for each and every child. The outcome also may vary from child to child. Parents are advised to have a full understanding of the curriculum, the child?s learning style and interest, and to have a personal evaluation of different textbooks out there before sending your child to a MLP Chinese class.