The Chinese University of Hong Kong Department of History Department of History
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HIST3373 Chinese Education in Singapore and Malaysia in the Twentieth Century

Semester 2 (2021-2022)

Lecture TimeTuesday 10:30am - 12:15pm

VenueELB 203

LanguageCantonese/
English

Lecturer LEE Hiu Hong Michael

Course Description

本科旨在探究新加坡及馬來西亞在英國殖民統治時代至獨立以後的華文教育 (以華語為教學語言) 之發展過程。新馬兩地的華文教育發展受到政治、社會、經濟及文化等因素的影響,而且華文教育與新馬兩地英國殖民統治末期的政治變遷有著密不可分的關係。二十世紀同時亦見證新馬兩地華文教育曾經盛極一時,直至現在面臨不少發展方面的困難,其長遠發展之前景仍然是未知數。本科將就新馬兩地華文教育的興衰作深入而詳細的討論,其中主要的課題包括:華文教育與海外華人之關係、華文教育在英國殖民統治時代所受到的壓制、著名華商辦學、華文教育與戰後新馬兩地後殖民時期政治發展之關係、華文大學的興衰、獨立後新馬兩地政府對華文教育發展的政策變化、馬來西亞華校和華教組織對當地政府所推行的華文教育政策之反抗,並針對新馬華文教育發展的特點作比較研究。

Syllabus

課堂

日期

課題

1

11.1

引言

Introduction

2

18.1

二十世紀的新加坡及馬來西亞

Singapore and Malaysia in the Twentieth Century

3

25.1

新加坡及馬來西亞的華人社會

Chinese Society in Singapore and Malaysia

4

8.2

新加坡及馬來西亞華文教育的源起

Origins of Chinese Education in Singapore and Malaysia

5

15.2

新馬華人社團與華文教育

Chinese Organizations and Chinese Education in Singapore and Malaysia

6

22.2

新加坡華文教育的先驅:陳嘉庚

Pioneer of Chinese Education in Singapore: Tan Kah Kee

7

1.3

新馬華文教育、英國及中國

Chinese Education in Singapore and Malaya and its Relations with Britain and China

8

8.3

戰後華文教育與新馬的政治動盪

Postwae Chinese Education and Political Instability in Singapore and Malaya

9

15.3

南洋大學的興亡

The Rise and Fall of Nanyang University

10

22.3

新馬獨立與華文教育的變遷

The Evolution of Chinese Education in Post-independent Singapore and Malaysia

11

29.3

馬來西亞華校組織:董總、教總及沈慕羽

Chinese School Organizations in Malaysia: Dongzong, Jiaozong and Sim Mow Yu

12

12.4

新馬華文教育的復興?

Does Chinese Education Revive in Singapore and Malaysia?

13

19.4

總結

Conclusion

Assessment & Assignments

A. 導修 Tutorial (25%)

導修共25分,其中小組報告佔17分,而四次導修的整體個人表現佔8分。凡缺席者,每次扣減6分。

導修題目

1 海峽華人與早期新加坡華文教育
重點:分析和比較林文慶、宋旺相及邱菽園在新加坡發展華文教育的態度和貢獻
參考:李元瑾,《東西文化的撞擊與新華知識分子的三種回應》

2 戰後新加坡華文教育發展
重點:探討戰後影響新加坡華文教育發展的政治因素,並比較其與香港的異同
參考:黃廷康,《比較霸權》(英文原著:Wong, T.H. Hegemonies Compared)

3 南洋大學
重點:闡釋南洋大學學生會對南大與新加坡政府關係所產生的影響
參考:丘淑玲,《理想與現實:南洋大學學生會研究》

4 馬來西亞華教運動
重點:分析馬來西亞華文教育運動與華族文化及族群關係
參考:林開忠,《建構中的「華人文化」:族群屬性、國家與華教運動》

*導修閱讀可在本科的Blackboard (blackboard.cuhk.edu.hk) 下載。

B. 閱讀報告 Tutorial Review Essay (25%)
根據導修報告閱讀書籍,撰寫閱讀報告一篇,字數為2,000字,於導修報告後14天內繳交。

C. 家課式考試 Take-Home Examination (50%)
題目將於4月12日課堂上公布,文章字數約4,000-4,500,中、英文皆可。

Honesty in Academic Work

Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details may be found at http://www.cuhk.edu.hk/policy/academichonesty/.

With each assignment, students will be required to submit a signed declaration that they are aware of these policies, regulations, guidelines and procedures.

  • In the case of group projects, all members of the group should be asked to sign the declaration, each of whom is responsible and liable to disciplinary actions, irrespective of whether he/she has signed the declaration and whether he/she has contributed, directly or indirectly, to the problematic contents.
  • For assignments in the form of a computer-generated document that is principally text-based and submitted via VeriGuide, the statement, in the form of a receipt, will be issued by the system upon students’ uploading of the soft copy of the assignment.

Assignments without the properly signed declaration will not be graded by teachers.

Only the final version of the assignment should be submitted via VeriGuide.

The submission of a piece of work, or a part of a piece of work, for more than one purpose (e.g. to satisfy the requirements in two different courses) without declaration to this effect shall be regarded as having committed undeclared multiple submissions. It is common and acceptable to reuse a turn of phrase or a sentence or two from one’s own work; but wholesale reuse is problematic. In any case, agreement from the course teacher(s) concerned should be obtained prior to the submission of the piece of work.

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