漫谈马来西亚中学华语文课程与文学教育 On the Literature Education and Curriculum of Chinese Subject in Malaysian Chinese Secondary School

Abstract

受当代世界教育潮流影响， 马来西亚教育部将核心素养融入各学科课程改革， 语文学科也不例外。 就中学华语文课程而言， 现行KSSM新课标推行虽有多年， 但不少教师对新编华文课本所凸显的文学素养教育理念、 教学目标仍有适应不良之感。 实际上， 文学与语文教育的关系密切， 文学作品是长时期受到普遍认同的、 有效实践语文教育的教学材料。 但由千文学在语文教育、 教学领域的双重属性（工具性、 人文性）经常处于失衡状态， 造成不同时期各有侧重的现象。 教师是教育领域的前线工作者， 其对官方现行教育理念的存疑心态， 难免影响实际教学活动和效果， 故教师对所谓的 “文学教育” 之客观认知和理性态度非常重要。

In response to the contemporary world education trend, the Ministry of Education Malaysia has incorporated the core competencies/ core literacy into curriculum reform in various subjects, including the language subjects. In the case of Chinese secondary school, although the current new curriculum standards KSSM have been implemented for ten years, they are still some teachers having difficulties in adapting to the literature based of literacy education concept and teaching objectives, which being highlighted in the new Chinese textbooks. In fact, literature and Chinese language education are closely related. Literary works have long been generally recognized as effective teaching materials for Chinese language education. However, due to the dual attributes of literature (instrumentality and humanity) in the field of language education, the focus of teaching and learning outcomes are often in an unbalanced status. Considering that teachers play a critical role in the field of education, their understanding of the current educational concepts will affect actual teaching activities and outcomes. Therefore, it is very important for teachers to understand the so-called "literature education" with an objective and rational approach.