Fu Wanyue
Compared with primary and secondary schools and junior colleges, and science and technology colleges, Chinese teachers in Singapore Kindergarten rely more on foreign talents, especially teachers from mainland China, and Taiwan and Malaysia.When preschool teachers from China receive training in Chinese normal colleges, they have to learn certain basic skills, such as: musical instruments, dances, etc. Therefore, they are often versatile. When they come to kindergarten in SingaporeElements.
The direction and entry point of Preschool training in Singapore is different.The pre -school pre -school teachers receive the training of "talents". There is no need to be eighteen martial arts, and they are proficient.The basic point of preschool education training is that the trainees can in -depth understanding of the ability, needs and interests of local children. I believe that young children are the constructors of knowledge, design appropriate learning activities and games, effectively guide children to explore, and cultivate children to maintain their own active learning to maintain their learning.Curious attitude.If teachers hold different educational philosophy, they often have contradictions when the teaching process and communicating with the stakeholders.
In addition to the issues of teaching methods and children's views, from the perspective of cultural heritage and values, the older the younger children, the more they need to be brought by teachers who are familiar with local language, society, culture and values.Of course, I do not oppose the culture of children in different regions and cultivating international views. However, when most of the Chinese teachers in Singapore kindergarten are not local people, they should be a bit reflected.
Cultivating children: One of the learning goals in the preschool mother tongue curriculum is to help children have preliminary awareness of local culture.Chinese teachers cannot introduce the cultural customs of Greater China, but he must mainly teach local traditions and customs.The use of words such as "potatoes, tomatoes, and Spring Festival" is just a superficial problem, which can be adjusted with a little reminder.It is not the biggest obstacle from the teaching of non -standard Mandarin accents.
What is worth noting is the issue of deep values and subconscious identity.For example: when you say "domestic" or "our Chinese painting" to local children, when teaching the themes of different races in Singapore, the Indians "speak Indian, Boxing Hindu".Of course, this is a little disrespectful misunderstanding that many local Chinese often make mistakes, and cannot be too harsh.
A few years ago, a friend heard the immature child sang "Red Song" outside the school gate of a local kindergarten, which scared him.Today, few local Chinese know what the "red song" means, let alone the non -Chinese kindergarten principal and colleagues who do not know the Chinese, so no one will mention or correct it.I must emphasize that this example is just a case and is not representative.
Since the early childhood education in the enlightenment stage, there are more local teachers to cultivate local children. Then local preschool training institutions have trained more local Chinese teachers.Indeed, young local teachers who understand bilingual and open educational ideas are favored by preschool education institutions.
However, the enrollment problem faced by the National Academy of Education (NIEC) is no different from the Chinese Department of various universities in Singapore.The troubles of Chinese teachers recruited by Singapore Children's Education Institutions are the same as the media industry, academic circles, and government departments.In the final analysis, bilingual talents to be grabbed in various fields are the same group of people who have only survived.After this small batch of talents are scattered into various fields, there are still a few of them who are willing to "grieve" themselves and go to kindergarten to cultivate the future pillar of the country?
When I was old with several Chinese departments last year, I talked about the local Chinese talented talents. After sighing, we could only comfort themselves. Fortunately, no one in our rice bowls will come to grab.But why is this our sincerity?
The author is an educator
