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This study conducts a cognitive-based investigation of P3 students’ learning of Chinese grammar in Singapore bilingual context. We observe the current teaching approach, identifies the gap between the learning outcomes and teaching goals, and conducts the pedagogical experiment to fill in the gap by incorporating the cognitive-based practices. The experimental findings confirm the hypothesis that aligning cognitive-based practices with the cognitive processes of the human brain leads to more effective classroom instruction and learning activities, fostering the development of students’ proficiency in Chinese.

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A Cognitive-Based Investigation of P3 Students’ Learning of Chinese Grammar in Singapore Bilingual Context: The Case of Compound Sentences

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  • 发表日期：

    2025年

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  • Fangqiong Zhan,
  • Zhenying Hong

摘要

This study conducts a cognitive-based investigation of P3 students’ learning of Chinese grammar in Singapore bilingual context. We observe the current teaching approach, identifies the gap between the learning outcomes and teaching goals, and conducts the pedagogical experiment to fill in the gap by incorporating the cognitive-based practices. The experimental findings confirm the hypothesis that aligning cognitive-based practices with the cognitive processes of the human brain leads to more effective classroom instruction and learning activities, fostering the development of students’ proficiency in Chinese.