Primed to bridge East and West / Absorbing the culture they study

By CAI HAOXIANG, The Straits Times, 20/11/2009

The Bicultural Studies Programme was launched five years ago to groom a core group of bilingual Singaporeans who can engage both China and the West. The pioneering batch who underwent the programme from Secondary 3 to junior college are now in their first year of university. How did they fare? What were the results? Here's the report card.

WHEN Ms Tseng Xin Ying visited Beijing University in 2007 as part of the Education Ministry's Bicultural Studies Programme (BSP), she was amazed by the sight of people reading in every nook and cranny on the campus.

Many students were so deeply engrossed in their books by the picturesque Weiming lake that they did not realise they were attracting a tourist's attention.

Then 17, the young Singaporean was so impressed that she decided to apply to study Chinese language and literature and international relations there.

"I wanted to go to a university with a conducive atmosphere, so I decided that this was it," said the former Dunman High School student.

She is one of the more than 300 pioneering students who have graduated from the BSP programme and are now in their first year of university, studying a range of subjects here and abroad.

Running from Secondary 3 to the second year of junior college, the BSP aims to groom a core group of bilingual students who can understand and engage China as well as the West.

Launched in Hwa Chong Institution, Dunman High and Nanyang Girls' High in 2005, the BSP attracts an average of 330 students each year. River Valley High School also started offering the programme in 2007.

BSP students cover an intensive curriculum in the Chinese language, culture and literature. Some go overseas for lengthy immersion trips, spending up to six months in China.

The most outstanding students from each cohort are offered the BSP scholarship, which provides an allowance of $1,000 a year. Scholarship holders make up a third of the 300 or so students every year.

The scholarship holders have to take China Studies in Chinese at the H2 level, which is roughly equivalent to the A levels. They are heavily subsidised for two overseas immersion programmes, one lasting two to six months in China and the other, two weeks in another country.

A Straits Times check with the three schools which started the scheme found that many BSP graduates are now in fields like law, medicine and economics.

At first glance, the disciplines seem totally unrelated to the Chinese language, history or culture. But the students interviewed said they were positive about the many opportunities offered by the programme.

The most popular course with Hwa Chong's first batch was medicine at the National University of Singapore (NUS) with 10 students, or one-eighth of the cohort, pursuing it. The next three most popular courses were business, international relations and law.

Mr Branden Seow Zi Xuan, 19, a former Hwa Chong student, had dreamt of becoming a doctor since childhood. But he also wanted to know more about Chinese culture and contemporary China.

When the opportunity came, he realised that he could take China Studies at H2 level, along with chemistry, biology and mathematics, which would enable him to apply to medical school at NUS.

Having travelled to Zhejiang, Beijing, Shanghai and Hainan under the BSP, he felt his experiences in China will enable him to establish a better rapport with Chinese patients in the future.

"I will ask my patient which part of China he comes from. Then I will know what to ask, to strike up a conversation and generate goodwill," said Mr Seow, who is now studying medicine at NUS.

"It's still early, but I'm keeping an open mind. If Chinese patients were to come to Singapore, I can help in managing their care as I believe I will be able to establish a rapport with them."

The 62 pioneering students from Nanyang Girls' are studying a range of subjects from international relations, science and medicine to economics, accountancy and business, and law. Dunman High's 124 students are also pursuing a similar range of subjects here and abroad.

Said Ms Tan Mei Hui, 19, a former Dunman High student who is now pursuing a Bachelor of Music at the Royal College of Music in London: "Although the BSP did not have a direct influence on my decision to study music in Britain, it has further enhanced my ability to appreciate the beauty of other cultures."

She added that the BSP helped make students more appreciative of other cultures, and more socially conscious.

Evaluating the programme

AS THE pioneering students are barely in their first year of university, it is too early to evaluate the results of the BSP programme.

But if one goes by the popularity of the programme, academic honours awarded to students and tie-ups with Chinese universities, the results have been gratifying.

Since 2005, an average of 330 students have been selected for the BSP each year, with numbers fluctuating between years.

For Dunman High's BSP, more students are applying for the 80 to 100 spots – from about 100 in 2007 to 120 this year, according to Dr Ong Chun Ghee, head of the bicultural studies academy at the school.

The quality of students has also risen, he noted: "We observe that students with better results are applying for the programme, with more parents inquiring."

Students interviewed said they will recommend the programme to their peers because it provides a well-rounded education and overseas immersion.

But Ms Serene Lim Si Ling, 19, who is studying Chinese language and literature at Fudan University, had this piece of advice: "Students should have an open mind to accept the differences so that they can really learn from the experiences, no matter good or bad."

Meanwhile, Ms Choo Wen Rui, 19. warned that students should join the BSP out of "true interest".

Said the Nanyang Technological University undergraduate, who is studying biomedical sciences and Chinese medicine: "If you're attracted only by the overseas immersion programme, you might struggle if you're not interested in Chinese culture, especially in junior college, when you have to do a lot of reading for the China Studies class."

One positive result of the programme: The Prime Minister's Book Prize, awarded for bilingual excellence, has been given to seven BSP students – five from Hwa Chong and two from Dunman High.

BSP students have also demonstrated their mettle by winning scholarships to universities here and abroad, especially in China.

Hwa Chong principal Ang Wee Hiong expects many of his students to qualify for public scholarships as well as those offered by private companies with business interests in China.

"In time, many will become industry leaders in areas such as journalism, broadcasting, business, teaching and academia," he said.

Indeed, the numbers are looking up for Hwa Chong, where 34 of the 80 students in its graduating BSP batch have been awarded overseas scholarships to top institutions such as China's Beijing and Fudan universities, Britain's Oxford University and American Ivy League colleges like Dartmouth and the University of Pennsylvania.

Another important indicator would be the amount of time students spend in China, noted Chinese language expert Chua Chee Lay, who is one of Minister Mentor Lee Kuan Yew's Chinese language tutors.

It is through cultural immersion that students understand how the Chinese think, said Dr Chua, who is chief executive of Chinese language and culture research and training centre CL Lab.

One student who stood out is Ms Tan Bao Jia, 19, from Dunman High, one of the six President's Scholarship winners this year.

Bucking the trend of her predecessors who went to big-name British and American universities, she decided to study economics at Beijing University.

She joins nine former Dunman High students in her batch who are now studying in China's Fudan and Beijing universities.

In the last two years, both Hwa Chong and Dunman High have announced tie-ups which allow students to study at prestigious Chinese universities like Beijing, Fudan and Qinghua.

However, while academic results indicate how well a student understands the Chinese language, culture and history, Dr Chua cautioned that these are not enough.

"Students should have a deeper understanding of the culture they are studying, and to absorb it, make it part of their lives. That is real education," he said.

"The highest level of evaluation is to see if students can internalise what they have learnt."

Citing an example from the epic novel Journey To The West, one of the "Four Classics" that capture the essence of Chinese culture, Dr Chua noted that the main character Sun Wukong, the Monkey King, is a skilled and strong fighter.

It would be good if a student can pick out the strong and weak points from the story and apply what he knows to real-life situations, he said.

"A person may have a weak personality and often run away from difficulties. But he can be inspired by the Monkey King's fighting spirit, such that he develops a strong will, stops running away and changes for the better, thereby improving his life."

更多学生用英文 修读中国通识课

（陈能端，《联合早报》，12/08/2009）

教育部在2007年正式推出以华文或英文为教学媒介的中国通识课程。至今，数据显示每年平均有250名新生选择修读H1/H2华文中国通识课程，以英文修读H1/H2中国通识课程的平均新生人数则高达600 人。

连金·塞尔比是英华初级学院修读英文“中国通识”课程的学生之一。在进入初院就读之前，她并不十分留意中国时事，选择这门陌生的课程纯粹因为好奇。

如今，经过近两年的学习，连金不仅对中国发展的课题兴趣盎然，她还希望在完成学业后，能够到公共部门服务，从事和中国事务相关的工作。

教育部在2007年正式推出以华文或英文为教学媒介的中国通识课程。至今，数据显示每年平均有250名新生选择修读H1/H2华文中国通识课程，以英文修读H1/H2中国通识课程的平均新生人数则高达 600人。

新加坡教育制度一向紧密配合政府务实的发展策略，官方几年前就力推“双文化”教育，而教育部也以栽培拥有“双文化”视野者为中国通识课程的确立目标。不过，其实有许多学生和连金一样，选修中国通识的时候，并不“功利”，他们在没有预设目标的情况下接触当代中国，反而让他们对中国产生意想不到的浓厚兴趣。

连金（18岁）是混血儿，父亲是美国人，母亲是新加坡华人。她自幼在新加坡上学，去年从美以美女中升上初级学院时发现英华首次开办英文中国通识课程。听了老师的介绍后，她觉得课程内容相当有趣，决定选修这门课。

当时，她的同学都对她的选择感到费解。

连金说：“一些同学笑我说，为什么要选修这门课，对我的未来完全没有帮助。我当时不以为然，因为我纯粹是想学习一门新的知识。现在，我很庆幸自己的这个决定，因为我非常喜欢这个课程。它开拓了我的视野，让我深入了解中国这个复杂又多面的国家。”

中国通识的课程内容围绕四个主题：“社会与文化”、“统治与权力”、“发展与挑战”和“中国与世界”。课程没有正式的一套教材，所以不管是教师还是学生都得时常翻阅报纸、时事和学术期刊，还有广泛阅读书籍。就因为没有“一加一等于二”的固定标准答案，学生必须通过积极讨论和客观分析来应付问题，而这对他们来说，也是这个中国通识课程的魅力所在。

本地新晋爵士歌手向洋（Nathan Hartono，18岁）也是英华初级学院的学生，他和连金是同学。记者访问他时，开玩笑地问他是否因为想打进中国市场，所以选修这门课。

他很认真地回答说：“如果平时只单纯通过报章和电视了解中国，只能有肤浅和表面的认识。自从修读这项课程以后，我能够更客观地看待各方对中国的评价，自己也更成熟了。”

“中国通识”课会更热

“中国通识”以中、英语为教学媒介，是为了丰富新加坡双文化精英的类型，打破“要认识中国，中文一定要好”的迷思。另一方面，有人曾提出中国通识设计可能着重于了解中国，可能忽略了西方元素。

今年获颁外交部海外奖学金并将到北京大学修读国际关系学的林怡君（19岁）是淡马锡初级学院的毕业生。她中学念的是德明政府中学，是语文特选班学生。她自认华文能力不弱，却选择以英文修读中国通识课程。

林怡君说：“我并不觉得修读中国通识会让我们失去分析中国课题客观性，或导致我们偏袒中国。新加坡教育制度教导我们必须以开放的思维看待问题，而我们的环境原本就非常西化，中国通识和其他双文化课程较着重于中国内容，其实是很好的平衡。”

目前在英华初院修读英文中国通识的陈柏仁（17岁）则觉得，各界舆论都明确地预示中国将在21世纪中，成为非常重要的国家，经济增长的速度会远远把欧美抛在后头，因此他觉得中国通识课程把内容集中在中国的发展是理所当然的。

随着公共服务委员会（PSC）今年推出PSC中国奖学金计划，还有李显龙总理近日宣布的“海外发展计划”，淡初中文中国通识负责老师陈可扬（29岁）认为，大环境的利好因素应该会让这项课程更受瞩目，甚至是更受欢迎。

以淡初的情况为例，课程2007年开办时，首批修读华文中国通识课程的学生是20人，英文课程的人数则是20多人。今年，淡初两个年级的双语中国通识课程总共有超过150多人选修，增幅显著。另外，该校也有许多外籍学生修读英文中国通识课程，包括来自韩国和越南的学生。

陈可扬认为，教育部在推广中国通识课程方面下了许多功夫，给予教师充分的帮助。如果中国通识接下来要扩大，比较棘手的是师资的问题。这是因为中国通识课程的教师，必须受过一定的历史训练，而有相关专业知识和教导文科经验的教师并不多。

根据教育部提供的资料，目前有14所学校提供英文中国通识课程，10所学校提供华文中国通识课程。其中华侨中学、裕廊初级学院、立化中学、淡滨尼初级学院、淡初、维多利亚初级学院和义顺初级学院两种版本的中国通识课程都有学生修读。

新课程中国通识开跑 学生站在同一起跑点

（潘星华，《联合早报》，2007）

初级学院今年起推出以华文或英文为教学媒介的新课程“中国通识”（China Studies），其中12所初院以英文开办，11所初院以华文开办。华侨中学、南洋初院、淡马锡初院、星初院、淡滨尼初院和圣安德烈初院同时开办中英文。

教育部课程规划与发展司副司长（语文及文学处）余立信受访时透露上述消息。他说：“设立‘中国通识’是为了推动学生认识现代中国新貌，深入了解中国政治、经济、外交、文化。与此同时，学生还能从所教导的内容学习到所涵盖的概念、思想和价值观。这是我们在编写任何课程都需要考虑的。”

他举例说，在总共四个主题的第一个主题“社会与文化”里，学生从“中国知多少”和“中国的社会与文化如何形成”，了解儒释道对中华文化、中国社会和中国人思维方式的影响，以及现代化对中国社会与文化的冲击，同时学会认识“文明”“身份认同”“多民族”及“现代化”等概念、思想和价值观。

在第二个主题“统治与权力”里，学生从“中国如何治理国家”及“中国在治国方面所面对的挑战”，来讨论意识形态如何影响中国的治国方式，思考中国政权的法理性及其权威观念的转变，从而认识“权威”“革命”“意识形态”“马列主义”“共产主义”以及“毛泽东思想”。

在第三个主题“发展与挑战”里，学生从“中国的计划经济如何向市场经济转型”及“中国的经济发展面对什么挑战”，来了解中国经济发展及其冲击、中国加入世贸组织及其意义、中国区域发展不均、流动人口、能源短缺、空气水源污化以及农村等问题，从而学会认识“计划经济”“对外开放政策”“社会主义市场经济”及“资本主义”等概念。

在第四个主题“中国与世界”里，学生从“中国如何看待自己在世界上所扮演的角色”及“中国的崛起对区域和全球有什么影响”，来了解中国传统“天朝模式”的传统世界观、和平共处的五项基本原则以及中国与美国、日本、俄国、东南亚等国家的关系，并从中了解“国家主义”“多极化”“环球化”和“外交思维”等概念。

他说，“中国通识课程纲要委员会”除了教育部的课程规划员，还包括本地大学中国专家教授、企业家、校长、教师，同时还咨询法定机构和商界专业人士的意见，今年推出后，将广泛接受各方的意见回馈。

余立信说：“这是一个跨学科的文科课程，有H1和H2不同程度。目前有不少理科生选修“H1中国通识”作为对比科目（contrasting subject）；选修“H2中国通识”的学生主要来自双文化课程。

教师培训方面，国立大学和南洋理工大学教授主持了中英文的“中国通识”教师培训课程，已为初院教师提供了为时100小时的培训。这项培训课程接下来几年都会开办，让新教师在教学前，能对中国的最新发展情况，有所了解。

他说，已有不少开办“中国通识”的初院，准备在假期带学生到中国浸濡，亲身去观察中国的社会面貌。

不但没有人逃课，还有人来旁听

“中国通识”里关涉中国的课题，已成为中国学生每星期和家里通电话或通电邮的主要内容。

淡马锡初级学院教中文版“中国通识”的教师陈可扬说，很多中国奖学金学生修读“中国通识”，原以为很容易，可以把更多时间用在其他科目上，结果却发现课程的难度和深度、高要求度，使他们不得不兢兢业业，课题的内容更成为他们生活的话题。

陈可扬说：“学生发现这个科目可爱，教师发现学生学得积极，这是我们师生都始料不及的。”

他说，初院学生逃课司空见惯，可是在他的中文版“中国通识”课，却有人来旁听。

他说：“不仅没有人逃课，还多了人来上课，这是非常少有的。”

淡马锡初院高一中文版“H1“中国通识””有11人，“H2“中国通识””有15人。
学生站在同一个起跑点

陈可扬说，马来学生爱莎谈及华族学生和马来族学生学习“中国通识”是站在同一个起跑点，这句话也适用于中国学生身上，他们并没有占太大优势。

他要求学生用客观和理性的态度对待问题，这对中国学生来说，是一个大学习。
他说：“我们谈台湾问题，对中国学生来说，这没有什么好谈，‘台湾是中国不可分割的一部分’，是不容许讨论的结论；但是我们偏偏谈，我要他们学习听取各方不同的意见，学习调整自己的思维，这不是容易的事。学这个科目，对新加坡学生来说，对中国不熟悉，语文水平不到位是问题；对中国学生来说，要改变根深蒂固的思维，也不容易。‘欢迎质疑’是我的要求。”

陈可扬说，“中国通识”最困难也最有趣的是必须紧跟时事，他刚采用《北京日报》一篇陆定一谈贪腐问题的文章给学生读，还要参考欧洲和美国杂志谈中国的文章，让学生从多角度来看事。
对教师有高要求

淡马锡初级学院教英文版“中国通识”的教师黄兆加说：“现在世界各地讨论中国的文章太多了，困难的是怎样去找最切合课程需要的文章。”他的英文版“中国通识”只开H2水平，有31名学生，马来族的爱莎和法理是其中两名学生。

黄兆加说学生学习的热忱很高，态度积极，上课激烈辩论是常有的事。

他说：“这是一个跨学科的科目，对教师有很高要求，我几乎每个时刻都在备课；政治、经济、社会、教育……什么都得懂，都要全面了解。

英华初级学院今年只办中文版“中国通识”，有13人选读H1，3人选读H2，沈永志是负责老师。

他说：“我让H1的学生也学习H2的内容，只少了写论文的需要，这样能让他们更有兴趣学习。”

长大后我要到中国去工作

中国通识今年起在初级学院以H1(副修)和H2(主修)的程度，以中英文版推出，英华初级学院今年先推出中文版，13名选H1和3名选H2的高一学生，对记者表示这是一个让他们读起来兴趣盎然的科目，“绝不会感到沉闷”。

老师讲什么我都“哇”

对老师深入谈中国的国土与资源，人口、民族与宗教以及语言与历史，高一生郑健辉深感兴趣。他说：“选读中国通识，是为了要认祖归宗，跟中国崛起没有关系。我从七八岁懂事开始，就渴望知道自己是谁。我既然是华人，对中国的历史文化却一无所知，实在说不过去。上了课，我才知道中国有960万平方公里，是新加坡650平方公里的1万4000倍，真叫人吃惊。读孔孟思想也很有意思，孔子说‘己立立人，己达达人’是正确的；自己做到了，就应该去帮助别人。”

选读H1程度“中国通识”的林宏瀚，则是因为好奇心驱使选读。他说：“我想知道深藏在中国山川草原背后的问题，很多纠纷是我有兴趣去了解的。”

台湾人黄莉钧7岁到印尼读国际学校，12岁到新加坡读加东修道院女校，接受的都是英文教育，对中国一点也不了解。在母亲催促下，她选了两科H1，一科是华文，一科是中国通识。

她说：“每次上‘中国通识’我都很兴奋，因为老师讲什么我都‘哇’，都没有听过。回家做功课就辛苦了，很多字我不会写。但是，这个课我不能不上，长大我是要到中国去工作的。”

吵架，台湾也不会回归

来自中国哈尔滨的田戈，也选H1程度的“中国通识”。他坦然对记者说：“本以为中国人读中国，还不容易？读了才知道，中国的事情太复杂了，我知道得太少了。在新加坡读的好处是用第三只眼睛看中国，每一个课题老师都准备了中港台、新马、欧美的报章给我们看不同的意见，真是大开眼界，思路不再狭隘。就以新疆、西藏和台湾的问题来说，大家的讲法各异，太精彩了。”

田戈和生于台湾，4岁时随到青岛工作的父母在中国大陆长大，12岁再到新加坡来读书的同学蔡孟蓉，经常讨论海峡两岸问题，两人并没有因此吵架。他说：“吵架，台湾也不会回归，吵了也没有用。”

作为台湾人，蔡孟蓉认为海峡两岸，解决民生实际问题比政治的意识形态来得重要。

她说：“对于在中国工作的台湾人，两岸能够直航比一切都重要。我们这些台湾人，对台独是最没有坚持的一群人。”

田戈说：“新加坡的同学对我说‘中国这么大，你们还要台湾干什么？’他们的想法让我感到很惊讶，不过也让我了解有人是这样想的。”

蔡孟蓉说：“读‘中国通识’让我和中国最新发展保持联系。一个人最怕和自己国家剪断关系，完全陌生，那是最可悲的。”

来自中国四川成都的易晨枢，和田戈都是得到奖学金到新加坡来读中三，都在维多利亚中学毕业。他以H2(主修)的程度修读“中国通识”。田戈是看到他选了这科，每天孜孜不倦上网查找资料，读得兴趣盎然，才在一星期后加入。

易晨枢说：“选读‘中国通识’是为了了解外国人怎样看中国。在中国看事，观点比较单一；在新加坡，观点多样化，很有趣。就好像最近台湾拒传奥运圣火事件，中港台新各地人的反应很不同，这是在中国绝对看不到也听不到的。”