长期以来，通过教材中的中华故事传承华族文化是新加坡中小学华文教学十分关注的问题。本文聚焦中华故事叙事类型中的儿童/成人视角、线性发展/循环往复叙事结构、正向/逆向行动模式，在新加坡某所华文特选小学开展中华故事课堂教学实验。每对故事的文本长度、词语难度进行了匹配，被试为小学三年级两个班的65名华裔儿童。每次实验故事教学结束后进行即时后测，同时还用自行编制的“华裔儿童中华文化认同状况调查问卷”进行总的前后测，探讨中华故事的叙事类型对华裔儿童中华文化认同感的影响。
研究一对比《打灯笼》（儿童视角）和《小年兽》（成人视角）两个故事的学习效果。结果发现：（1）儿童视角的故事比成人视角的故事更受儿童欢迎；而且儿童对该故事的全局理解、阅读理解总成绩更高，其文本认知得分也更高；（2）儿童视角的故事教学后儿童的总体文化认知、文化情感和文化行为的可预测性更高（分别为56.7%、48%、57.8%）；相比之下，成人视角的故事教学后儿童的文化认知和文化情感的可预测性要低一些（分别为27.1%和42.1%）。结果表明，儿童视角的故事比成人视角的故事更容易被儿童接受，语言学习效果和文化学习效果都要更好一些。
研究二对比《鲤鱼跳龙门》（线性发展叙事结构）和《塞翁失马》（循环往复叙事结构）两个故事的学习效果。结果发现：（1）线性发展的中华成长故事比循环往复的中华哲理故事更受儿童欢迎，而且其文化认知和文化情感得分更高；（2）儿童对循环往复的中华哲理故事的全局理解、阅读理解总成绩更高；（3）线性发展的中华成长故事中，儿童的阅读理解总分对儿童文化行为的直接效应显著（β=0.409，SE=0.147）；而且儿童的学习意愿在阅读理解与文化情感之间、阅读理解与文化行为之间起着显著的中介效应。结果表明，两类叙事类型的教学效果各有特点，循环往复的中华哲理故事更有利于儿童对故事文本的理解，而线性发展的中华成长故事更容易被儿童所接受，从而更好地激发他们的文化行为。
研究三对比《愚公移山》（正向行动模式）和《明锣移山》（逆向行动模式）两个故事的学习效果。结果发现：（1）在夸张荒诞的逆向行动模式故事中，儿童的词语理解、局部理解和阅读理解总成绩更高；且阅读理解通过文本认知间接影响了儿童的文化认知和文化行为；（2）在正向行动模式下的故事中，儿童对中华文化的情感接受度更高；而且儿童的阅读理解总得分对其文化行为有直接影响（β=0.256，SE=0.106）。结果表明，小学三年级儿童已经具备区分语言特征与故事内涵意义的能力，所以在对夸张荒诞的逆向行动模式故事的语言特征掌握得更好的同时，对正向行动模式故事的文化接受度更高。
研究四通过对“华裔儿童中华文化认同调查问卷”前后测的数据分析，结果发现：（1）通过三组故事教学，儿童对中华故事的接受度有了显著提高。具体表现为：儿童认为中华故事有意义，对中华故事的认可度有显著提高（故事认知），而且愿意向他人传播中华故事（行为倾向）；（2）中介效应分析发现，儿童的故事情感在故事认知与故事行为之间起到了完全中介效应，故事情感得分越高，由故事认知通过故事情感而推动的故事行为倾向得分也越高。结果表明，中华故事的课堂教学能有效促进华裔儿童中华文化认同感的发展。
综上，中华故事的课堂教学对新加坡华裔儿童中华文化认同感发展有着积极的正向影响。本文最后讨论了上述结果在海外华裔儿童中文教学中的应用，及其对中华故事文本改编的启示。
 

Over a considerable period, the transmission of Chinese culture through Chinese stories in textbooks has been a significant concern in the teaching of Chinese language and culture in primary and secondary schools in Singapore. This study focuses on the narrative types of Chinese stories, including the perspectives of children/adults, positive/negative action modes, and linear development/circular narrative structures. It conducts classroom teaching experiments on Chinese story lessons in a selected Chinese primary school in Singapore. The length and difficulty of the texts for each story pair were matched. The participants were 65 Chinese children from two third-grade classes in primary school. Immediate post-tests were conducted after each experimental story teaching session. Additionally, a self-designed "Survey on Chinese Cultural Identity among Chinese Children" was administered as pre- and post-tests to explore the influence of narrative types of Chinese stories on the cultural identity of Chinese children in Singapore.
Research One compares the learning effects of two stories, "Holding Lanterns" (child perspective) and "Little Nian Beast" (adult perspective). Results show that: (1) Stories from a child's perspective are more popular among children than those from an adult's perspective. Children demonstrate higher scores in overall comprehension and text cognition for child perspective stories. (2) After teaching child perspective stories, children show higher predictability in overall cultural cognition, cultural emotions, and cultural behaviors (56.7%, 48%, 57.8%, respectively), compared to lower predictability after teaching adult perspective stories (27.1% and 42.1%, respectively). These findings indicate that stories from a child's perspective are more readily accepted by children, leading to better language and cultural learning outcomes.
Research Two compares the learning effects of "The Carp Leaping Over the Dragon Gate" (linear developmental narrative structure) and "The Lost Horse" (circular narrative structure). Results indicate that: (1) Linear developmental growth stories are more popular among children and result in higher cultural cognition and emotional scores. (2) Children demonstrate higher overall comprehension scores for circular philosophical stories. (3) In linear developmental growth stories, children's comprehension scores directly affect their cultural behaviors (β=0.409, SE=0.147), and their willingness to learn mediates significant effects between comprehension and cultural emotions, as well as between comprehension and cultural behaviors. These results suggest that each narrative type has its advantages: circular philosophical stories enhance children's understanding of the text, while linear developmental growth stories are more readily accepted by children, thereby stimulating their cultural behaviors.
Research Three compares the learning effects of "Yugong Moves the Mountains" (positive action mode) and "Ming Lo Moves the Mountain" (negative action mode). Results indicate that: (1) In stories with exaggerated and absurd negative action modes, children achieve higher scores in word comprehension, partial comprehension, and overall comprehension. Additionally, comprehension indirectly influences cultural cognition and cultural behaviors through text cognition. (2) In stories with positive action modes, children exhibit higher acceptance of Chinese culture. Furthermore, their comprehension scores directly influence their cultural behaviors (β=0.256, SE=0.106). These findings suggest that third-grade children possess the ability to distinguish language features and story connotations. They show better mastery of language features in stories with exaggerated and absurd negative action modes, which aligns with children's preference for exaggerated humor. Consequently, they exhibit higher acceptance of stories with positive action modes.
Research Four analyzes pre- and post-test data from the "Survey on Chinese Cultural Identity among Chinese Children." Results indicate that: (1) Through the teaching of three sets of stories, children's acceptance of Chinese stories significantly improves. Specifically, children perceive Chinese stories as meaningful and show increased acceptance of Chinese stories (story-cognition). Moreover, they are more willing to share Chinese stories with others (behavioral inclination). (2) Mediation analysis reveals that children's emotional attachment to stories serves as a complete mediator between story recognition and behavioral inclination. Higher emotional attachment to stories leads to higher behavioral inclination driven by story recognition. These results suggest that classroom teaching of Chinese stories effectively promotes the development of cultural identity among ethnic Chinese children.
In conclusion, classroom teaching of Chinese stories has a positive impact on the cultural identity development of Singaporean Chinese children. This paper concludes with a discussion of the application of these results in Chinese language teaching among overseas Chinese children and insights into the adaptation of Chinese story text.