The teaching of Chinese language in Singapore is unique, forming a different type of language learning system, therefore requiring different perspective to comprehend. Although there are communities who still learn Chinese as the first language, the teaching of Chinese language has regressed to second language. There should be variations in the objectives, content and teaching pedagogy in the teaching of Chinese language. The fundamental distinction between teaching spoken and written Chinese lies in the presence or absence of measurable objectives. One's nationality should not be the factor that determines which teaching methods to be adopted. The status of Chinese language in Singapore should be elevated to that of one of the nation's resources. Looking from this perspective, the common misperception of learning Chinese is difficult should be corrected. By getting children to learn the language at the earliest age would thereby create a solid learning environment in the mainstream society. Various teaching models can be explored so as to select one that is suitable for Singapore.

Keywords: Chinese Teaching, Objectives and Stages, Diversity

Reform in assessment is one of the most significant areas of education reform in this century. This research relies on surveys by questionnaires, follow-up interviews and other methods to gain an understanding of assessment methods used in Hong Kong's secondary schools for Chinese language learning. Feedback from language teachers on the content, arrangement, and implementation is also discussed. By summarizing and analysing the teachers' input, the article proposes that education departments should organise more classes, workshops, and sharing sessions on assessment methods. Textbook publishers should provide relevant and school-oriented after-sale services, and organisations for training educators should provide more comprehensive training for language teachers, for instance, modules like "studies on the integration of theory and practice".

Keywords: Secondary School, Second Language Assessment, Assessment Implementation, Teacher Feedback

Culture is an important part of language instruction. The author uses both archetype theories and adaptations of cultural principles, making reference to common concepts of culture, for use with students for whom Chinese is a second language, formulating two levels and five stages of cultural reading materials for use in language instruction. The two levels are items from a shared culture and cultural practices specific to China. The five stages can be separated into the following: familiar stories, major events in modern times, cultural models based on archetypes, respective cultural interpretations of common experiences, and cultural experiences unique to the daily life in China. The aim of structuring the material according to these two levels and five stages is to enable one to delve into different cultures and find the greatest common denominator, gradually shortening the cultural divide. This encourages Chinese learners not only to study the language, but also to experience the culture firsthand. Finally, the article provides a simple lesson plan, with the hope of providing a new direction for consideration with regards to the design of teaching materials.

Keywords: Culture, Language, Chinese, Reading

Jintishi, literally "Recent-style Poetry" from classical Chinese literature, includes two main types, quatrains and regulated verse. Quatrains can be further divided into "gujue" (ancient) and "lujue" (regulated), with "gujue" being the earlier development of the two. Exploring the practice in the compilation of modern poetry books, one finds that Jintishi are often arranged with the chapters on regulated verse coming first, followed by those on quatrains. This arrangement also applies to books and articles on the writing of Jintishi. The author advocates using the opposite approach, teaching quatrains before regulated verse, with the quatrains divided according to the ancient and regulated forms. In practice, it has been proven that students do in fact find it easier to begin with the more ancient gujue. On one hand, this approach conforms to the principle of acquiring the basics before moving to advanced learning, and on the other hand, it conforms to the historical development of poetry. The article selects a number of student assignments on Jintishi, comparing and analyzing them according to the relevant questions as described.

Keywords: Recent-style Poetry, Quatrains, Regulated Verse, Gujue, Lujue

The source of an essay is one's life experiences, and the nature and objective of essay writing is to equip one with life skills. The teaching of composition writing in primary school education curriculum is a means of equipping the students with essential skills and habits for his/her life. Based on the student's unique life experiences, the article examines the use of "an experiential and integrated approach to essay writing" in the teaching of essay writing to primary school students, and stimulating the learners interest in essay writing through a game-like integrated learning environment that guides the student through real-life experiences and equips him/her with the skills needed to express and communicate those experiences in this context. As a result, the students' writing materials derive from his/her own store of experience, turning essay writing into a process of personal development and thereby stimulating the students' learning interest and improving the writing skills.

Keywords: Experiential Essay, Postmodern Perspective on Curriculum, Integrated Learning, Integrated Curriculum, Three-step Teaching Method

In the process of exploring ways to improve secondary school students' proficiency in Chinese oral expression, we tested a web-based broadcast learning platform, attempting to create a more lively, immediate, and interactive learning style that resonates with the students' daily lives, motivating them to understand the materials and acquire the techniques of oral expression in Chinese, thereby enhancing their Chinese oral proficiency. After replacing the older models of "one-way transmission" with interactive teaching style that incorporate "multi-dimensional communication", marked changes were noticed in the students' learning attitudes and certain aspects of their performance.

Keywords: Web-based Broadcast, Learning Platform, "Multi-dimensional Communication", Experiential Learning