The Discussion Of The Chinese Teaching Material Under The New Zealand’s NCEA System

NCEA is short for the National Certificate of Educational Achievement, which is a new test assessment system, also the main one of New Zealand’s high school. A student should gain enough credits by setting in the NCEA test for the university. With more and more people learning Mandarin, that the issue of the Chinese teaching materials is not suitable for the students is becoming obvious. Though there are more and more teaching materials published by the Hanban of Chinese government and the different public presses, the Mandarin teachers of New Zealand still hardly find a suitable one for the students, especially there is no text book for the students who wish to set in the NCEA test.This thesis deals with the problem that how to compile the suitable Chinese teaching materials under the New Zealand’s NCEA system. Many aspects should be counted in, for example the language policies of New Zealand, the Philosophy of Education, the Chinese Language Curriculum Framework and the NCEA examination and so on. Being a’multilingual’is very encouraged in New Zealand. All the teaching activities should be based in the Student-centered concept. The New Zealand Curriculum focuses on learning by inquiry, critical thinking, problem solving and processing information. Rote learning is no longer sufficient. School leavers should be able to transfer and adapt their knowledge and skills in international settings. The statement includes achievement objectives at eight levels, which are organized in terms of communication functions and divided into the strands of listening, speaking, reading, and writing. These strands indicate the language necessary for students to perform the communication functions as they progress in learning Chinese. The Chinese subject was set into one of the NCEA test in2002. There are many differences between NCEA Chinese examination and HSK examination. Most of the Chinese teaching materials are based on the HSK curriculum. It’s also one of the reasons that the Chinese textbooks from China are not suitable for the New Zealander. According to these studies, there are some suggestions for the Chinese textbook. Firstly, Chinese authorities should make some cooperation with New Zealand’s. Secondly, the textbooks should following the "Topic-Task-Culture"-the three aspects combined principle. Besides, other principles should be counted in, such as the targeted principle, the interesting principle, flexibility principle and so on. By combining all the principles mentioned above, we can actually compile suitable Chinese teaching materials for New Zealand.