KSSM 华文课本之中国古诗词助读系统编写探析

An Analysis of the Compilation of the Chinese Classical Poetry Reading-Assistance System in KSSM Chinese Language Textbooks

Abstract

摘要
马来西亚国民中学现阶段教学用书为本土编写的《华文》（KSSM）。该课本 选录了 92 首古诗词，约占课文总数的四分之一，教学地位突出。受限于古诗词语 言凝练、意境深远等特点，马来西亚学生在学习中面临理解与鉴赏的双重挑战， 课本配套的“助读系统”1 遂成为重要的教学辅助工具。本文采用文本分析法和对 比分析法，系统梳理《华文》（KSSM）古诗词助读系统的构成项目，总结编写特 色，剖析不足之处并提出建议。研究发现，《华文》（KSSM）古诗词助读系统结 构多元、内容丰富，呈现三项核心特色：一是贴近现实生活、创设学习情境；二 是解读学习难点、传递文化价值；三是兼具人文性与工具性，支持学生独立阅读。 但还存在自主探索空间预留不足、缺少背诵与默写要求等不足。

Abstract
The textbooks currently used in Malaysian national secondary schools are the locally compiled “Chinese Language” (KSSM). This textbook includes 92 classical Chinese poems, which account for about a quarter of the total text, highlighting its important role in teaching. Limited by the concise language and profound artistic conception of classical Chinese poetry, Malaysian students face the dual challenges of understanding and appreciating it in their studies. As a result, the “Auxiliary Learning System” accompanying the textbook has become an important teaching aid. This paper employs textual analysis and comparative analysis to systematically review the components of the “Chinese Language” (KSSM) Classical Chinese Poetry and Prose Auxiliary Learning System, summarizing its distinctive features, analyzing its shortcomings, and offering suggestions. Research has found that the “Chinese Language” (KSSM) classical poetry auxiliary learning system has a diverse structure and rich content, presenting three core characteristics: first, it is close to real life and creates learning scenarios; second, it interprets learning difficulties and conveys cultural values; and third, it combines humanistic and instrumental aspects, supporting students' independent reading. However, there are still shortcomings such as insufficient space for independent exploration, and a lack of requirements for memorization and dictation.