Singapore changing social language environment has brought about two major reforms to the
Chinese language education namely “teach less and learn more”and “making learning interesting
and more relevant” .The objective is to motivate pupils to learn more and encourage the capable pupils to help the weaker pupils in the learning process. However, the author believes that this reform is just a breakthrough in teaching strategies, but the core problem is not resolved. The primary school Chinese literacy teaching in Singapore has not been resolved which include 3 basic aspects like word types, word content and word order. In this thesis, the author focuses on word frequency survey taken from the following: (1) 12 core units in the primary school Chinese text books from the Singapore Ministry of Education. (2) Reading books which are widely used by Singapore primary school “Memory is like abox”. (3)The front page of the auxiliary publications including "New Friends", “New World ", "New Train ”. (4) The front page of the Singapore Chinese newspaper "Lianhe Zaobao" which includes international, domestic and educational information. Based on the word species, the amount of words, word order and coverage of the four databases, statistics are compiled, analyzed and researched. It’s noted that the current Chinese language literacy teaching in Singapore primary schools is not so adequate. The literacy teaching materials in Singapore can be made more adequate by making them more featured, more scientific , reasonable and systematic. The author proposes the creation of two unique charts relevant to the Singapore children. Firstly "children’s high-frequency words” chart to be used for literacy teaching materials and secondly“ children’s common usage words” chart to integrate with literacy teaching using' rolling strategy' and put it into the lesson plan design process, so that learning is made more interesting .This goes hand in hand with the Ministry of Education promotion "making learning interesting and more relevant” .

新加坡因爲社會語言環境的改變進行了2004年和2011年兩次大規模的華文教改，由“少教多學”到“樂學
善用”。作者認爲，這只是教學策略上的突破，其核心問題即新加坡小學華文識字教學“識什麽”（字
种）、“識多少”（字量）、“怎麽識”（字序）三個最基本的問題並沒有解決。
本論文對新加坡２００７年出版的《小學華文》１２冊教材中的核心單元部分、課外閲讀輔助讀物《記憶像一個箱子》、輔助刊物《新朋友》、《新天地》、《新列車》的封面閲讀篇章和華文報刊《聯合早報》中的頭版國際、國内和教育新聞進行字頻調查，建立了由這四种材料構成的數據庫，分別從字种、字量、字序、覆蓋率、復現率等方面對閲讀篇章進行統計、分析與研究，報告目前新加坡小學識字教材並不符合新加坡本地的華文字頻規律的現狀，探討如何使新加坡小學生識字教材設計更具新加坡特色，更加科學化、合理化、系統化，並提出建立新加坡《兒童高頻字表》，把字表中的字融入教材編寫過程中，科學建序；再建立《兒童常用字表》，把它融入教案設計過程中，結合“滾動式”識字教學法，使學習者更加有趣地學習，從而體現新加坡教育部大力提倡和推廣的“樂學”的教學理念和“善用”的教學主張。

• 董亞茹(新加坡淡濱尼小學)
• 李國英(北京師範大學)