Bicultural Studies Programme

Chinese Programme

Curriculum 课程内容

The Chinese Department is committed to delivering top-quality Chinese programmes that intrinsically motivate and inspire Dunmanians to use and enjoy the Chinese language. Our experienced team of teachers has designed a variety of programmes for the students to choose from according to their interests.

在致力于为学生提供优质多元课程、并寓乐于教的理念的指引下,在强大的师资力量的支持下,我们为学生精心设计了丰富多元的华文课程,供学生根据自己的兴趣爱好灵活选择。

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Subjects offered

Junior High

  1. GCE  ‘O’ Level Higher Chinese/ Chinese (Compulsory for Year 1 to Year 4)
  2. Literature in Chinese (Humanities Elective for Year 3 and 4 students)
  3. Bicultural Studies Programme (Chinese) (For Year 3 and Year 4 BSP students)
  4. Bilingual Programme   (Compulsory for Year 4 DHP students)
  5. Appreciation of Chinese Culture   (Compulsory for Year 1 and 2 students)

Senior High

  1. H2 China Studies in Chinese
  2. H2/H3 Chinese Language & Literature
  3. H1 Chinese Language
  4. H1 General Studies in Chinese
  5. H2 Translation (Chinese)

MOE Special Programmes in DHS-BSP

1. Bicultural Studies Programme (Chinese) (BSP)

The Bicultural Studies Programme (Chinese) is a 4-year programme offered by MOE that spans from Year 3 (Sec 3) to Year 6 (JC 2). It is aimed to develop bicultural talents that can effectively interact with China as well as relate to the West.

Students who showed strong academic performance can be offered the MOE SAP scholarship at the end of Year 2 to do the Bicultural Studies Programme (Chinese). From 2012, MOE has extended the scholarship opportunities to the Year 5 (JC 1) students.

Students who show strong academic performance can further enhance their bicultural learning experiences by applying for the MOE Bicultural Studies Programme (Chinese) when they are in Year 2 or Year 5(JC 1). By participating in the MOE BSP (Chinese), students will be able to take part in extended overseas learning journeys, travelling to countries like China and the United States of America.

SAP scholars will get to enjoy allowance, a waiver of the school fees, as well as funding for immersion programmes to China and western countries. During these trips, students will have the opportunities to attend lectures at the top-ranking universities, and interact with the students at the schools. The overseas immersion trips also include sightseeing to government agencies and commercial enterprises. For the GCE ‘A’ level Examninations, SAP scholars will be required to offer H1/H2 China Studies in Chinese as one of their subjects.

In order to provide an authentic learning environment for our students, immersion programmes to tertiary institutions in China and the United States are organized annually. Senior High BSP students may participate in short-term study immersion programmes at top China universities.

To better understand the economic and political developments in modern day China, BSP students also visit the rural communities, government agencies and commercial enterprises as part of their immersion learning experiences in China.

2. Chinese Language Elective Programme (CLEP)

The Chinese Language Elective Programme-CLEP is a 2-year MOE programme aimed at encouraging students who are highly able and interested in Chinese to offer Chinese Language and Literature (H2CLL) at the GCE A-level. The DHS CLEP aims to nurture the language talent of students who have an aptitude for the Chinese Language so that they can attain a higher level of proficiency and a deeper understanding of Chinese Language and Chinese Literature.

The CLEP scholarship, with exemption from school fees, is tenable for 2 years.

以下是华文部所提供的科目:

初中部

  1. ‘O’ 水准高级华文/华文(中一到中四所有学生必修)
  2. 华文文学 (中三、中四学生的人文选修科)
  3. 双文化课程(中三、中四学生选修)
  4. 双语课程 (中四直通车课程必修)
  5. 中华文史鉴赏(中一、中二学生必修)

高中部

  1. H2 中国通识
  2. H2/H3 华文与文学
  3. H1华文
  4. H1华文理解与写作
  5. H2 翻译(华文)

特别课程

1、教育部双文化课程

教育部双文化课程 (Bicultural Studies Programme(Chinese), 简称BSP (Chinese)旨在培育一批既了解中国、又能同西方沟通的双文化精英。该课程从中三到高二,为期四年。

教育部每年颁发奖学金给双文化课程的学生,有意报读该课程的学生可以于中二年底提出申请。自2012年开始,教育部在高一年初开启第二道申请窗口,让中四后确定志向的学生申请奖学金并加入该课程。

德明学业成绩优秀的学生,则可以在中二年底或者高一年初申请加入教育部双文化课程(MOE Bicultural Studies Programme (Chinese)),修读“双文化课程”,并有机会参加量身定制的海外浸濡活动,前往中国、美国等地的高等学府进行短期学习。

该计划下的学生除奖学金以外,亦被豁免学费。除此之外,他们在四年间将有机会到中国以及西方国家浸濡,其费用将由教育部资助。浸濡学习期间,除在重点大学进行专题学习之外,也与当地学生进行交流,并参观当地企业及政府机构。 按照教育部要求,双文化课程的特别辅助计划奖学金得主(BSP/SAP Scholars) 在高中须修读H1/H2中国通识(H1/H2 China Studies in Chinese)。

此外,修读双文化课程的学生,将有机会到中国及美国的重点高等学府进行短期的浸濡学习,体验当地大学生的生活,以进一步认识中国及西方社会的现况。比如,在中国浸濡学习中,我们特意安排学生参观中国当地农村、政府机关及私人企业,加强学生对当代中国经济、文化与政治发展的了解。

2教育部华文语文特选课程(语特

华文语文特选课程的设立,旨在鼓励既具有语文天分、又对华文有兴趣的学生修读高中H2华文与文学(H2 Chinese Language & Literature)。华文语文特选课程为期两年。参加华文语文特选课程的学生将有机会参与多元化的活动,提升写作技能,以及对华文文学的鉴赏与分析能力。对于中学华文成绩优异并在高中修读华文语文特选课程的学生,教育部将颁发华文语文特选课程奖学金。奖学金为期2年,同时豁免学费。

Pedagogy 教学法

Our Chinese teachers employ a plethora of pedagogies to improve students’ language abilities and cultural appreciation, nurturing them into passionate users of the language. Teachers differentiate their teaching methods based on students’ abilities and content.

华文老师以提升学生的华文能力和文化素养为宗旨,综合采用多样化的教学法,帮助学生活学善用。老师们也注意因材施教,针对不同学生和不同内容,灵活采用多种教学方法。

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Some of these methods include:

  • Verbal methods, for example direct instruction by teachers, peer discussion, oral presentations, etc.
  • Visual methods, for example demonstrations during lessons or fieldwork research, etc.
  • Experiential methods to train skills and techniques, for example practice, experimenting, immersion, etc.

In terms of teaching methods, teachers often use Socratic Questioning and Socratic Seminars to cultivate students’ critical thinking, encouraging students to voice their own perspectives, views and suggestions.

Teachers use Richard Paul’s Wheel of Reasoning model to guide students in their logical thinking process. Through the eight elements of thoughts, students will be able to consider problems, issues and perspectives. Through classroom activities, students will practise making inferences, evaluating answers, recognising different perspectives and other logical deduction skills, all of which are essential to language learning.

这些教学法基本包括:

  • 以语言形式获得间接经验的方法,包括老师的讲授,同学之间的讨论、口头报告等;
  • 以直观形式获得直接经验的方法,如演示法,田野考察等;
  • 以实际训练形式形成技能、技巧的方法,如练习法,实验法,实习法,浸濡等。

在教学技巧上,老师们也常使用苏格拉底提问法和苏格拉底研讨会来培养学生批判性思考的能力,并鼓励学生提出自己的看法、意见和建议。

老师也使用保罗思维模式来引导学生进行逻辑性思考。通过有效思考的八个元素,学生学会仔细和有意义地思考问题、课题及观点。通过活动,学生也练习提出推论、评估答案、辨识不同角度的观点以及其他逻辑理论等技能,而这些技能是各个语言学科的主要技能。

为了强调华文课程和生活的联系,老师们尽可能选用最真实的语料。比如,通过演讲辞、广告以及新闻篇章,学生不但能提升语感,也能更好地体会华文在生活中的实用性。每周定期的读报活动,也让学生更关心时事,了解社会,从而培养“心系祖国,放眼世界”的情怀。

Assessment 评估与测试

Under the Chinese Department, students are assessed holistically through formative and summative assessments. The latter emphasizes knowledge acquisition and reproduction in a time-trial environment, and is more relevant to subjects like the literary component of H2 CLL or H2 CSC

德明华文部门通过形成性评估与总结性评估等方式对学生进行综合评估与考核。总结性评估的使用,大多对于学术性质要求较高,如华文文学以及中国通识等,多见于高年级应考准备中。

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Summative assessment is crucial in assessing students on their understanding and analysis of key concepts. Formative assessments, on the other hand, are more widely used in subjects like the Bilingual Programme, as well as the Appreciation of Chinese Culture. Through formative assessment, students are given customized guidance over a period of time to complete a task-based assignment, and are assessed for their performance during the process on top of the end product.

In addition, as part of their A level H2 CSC examination requirement, students are also required to submit a 4000-character Independent Research Essay that accounts for 30% of the results. This research essay covers contemporary aspects of China, namely politics, economy and societal issues. Students begin their preparation in the early stages of Year 5, and are closely monitored and guided by their CSC tutors until the submission of the essay in September the following year. This research essay reflects the combination of formative and summative assessment, and is an academic challenge to students offering the subject.

总结性评估是考核学生对重要概念的灵活分析与应用的重要方法。形成性评估则以专题作业、小组汇报等形式展开,多见于低年级以及深广性质较强的学科,如中华文史鉴赏、双语课程等等。

此外,根据H2中国通识考试要求,应考学生需要就当代中国的政治、经济、社会状况完成一篇4000字的独立研习论文,且此论文的成绩占这门学科总成绩的30%。论文的撰写在高一上半年开始,至高二下半年呈交考评局,全程由中国通识老师密切监督与指导。独立研习论文的撰写,在很大程度上反映了形成性评估与总结性评估的结合,对于学生乃是极大的学术性挑战。

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