自1997年以來，新加坡的國際學校發展迅速。由於他們採用了能力驅動的教育（ADE），清楚地概述了每個學習者的獨特性。為了實現這一目標，探索式學習的概念已經被接受。探索式學習是一種鼓勵學生用已學過的知識去了解新知識的教學方法。IB課程的基礎學位是3到12歲，並且以其注重細節和針對學習者的獨特性聞名。現在有很多評估教育機構的方式，但它們不如Stufflebeam於2003年提出的CIPP模式受歡迎。該模式僅用於課程評估，此模式具有四個要素。它們包括：背景評估（C），輸入評估（I），過程評估（P）和成果評估（P）。最後通過對教師、學生、家長和學校的工作人員的問卷調查和訪談，了解中文教學目前在新加坡IB國際小學的現況和探索式教學的重要性。

Since 1997, Singapore’s international schools have grown rapidly. Since they have adopted an Ability-Driven Education (ADE), which outlines all the meanings of personal comparison and the uniqueness of each child. To achieve this the concept of inquiry-based learning has been embraced. Exploratory learning can be defined as a teaching method that encourages students to learn and study new materials to discover the relationship between existing background knowledge and unfamiliar content and concepts. The foundation degree of the IB program is 3 to 12 years old, and is known for its meticulous and targeted. From time to time, there are many designed projects, programs and systems for evaluating any educational institutions, but they are not as popular as the CIPP model proposed by Stufflebeam in 2003. This model is only used for course evaluation and has four elements. They include: context (C), input (I), process (P) and product (P). Finally, through the survey and interview with the Teachers, students, parents and staff, we understand the current circumstance of Chinese teaching in Singapore IB international primary schools as well as the importance of inquire-base teaching.

中文部份
一、書籍類
林文韵、林景蘇、陳仁富、陳雅鈴、蔡雅薰和劉瑩（2014）。兒童華語教學導論。新北市：正中書局股份有限公司。
施玉惠、楊懿麗和梁彩玲（譯）（2017）。原則導向教學法–教學互動的終極指南（原作者：H. D. Brown）。新北市：台灣培生教育出版股份有限公司。
香港課程發展議會（2001）。學習學習：課程開發的前進方向。香港：政府印刷廠。
陳永明（2003）。 教師教育研究。上海，中國：華東師範大學出版社。
唐睿等人（譯）（2017）。語言與兒童–美國中小學外語課堂教學指南（原作者：H. Curtain與C. A. Dahlberg）。北京：外語教學與研出版社。
黃壬來（2003）。藝術與人文教育。台北：桂冠圖書出版公司。
楊接期（2013）。遊戲為基礎的語言學習。載於柯華葳（主編），語文數位學習（108-121頁）。臺北市：高等教育文化事業有限公司
蔡雅薰、余信賢（2019）。IB國際文憑與中文教學綜論。臺北市：新學林出版股份有限公司。
二、期刊與雜誌類
李博宏和王薰巧（2004）。科技教育教學評量問題之探討。生活科技教育月刊，37(3)，72-84。
洪振方（2003）。探究式教學的歷史回顧與創造性探究模式之初探。高雄師大學報，15，641-662。
張鬱雯（2012）。學習進展：形成性評量與總結性評量之整合架構。 教育人力與專業發展，29(4)，15-26。
三、碩博士論文
唐雅蘭（2000）CIPP評鑑模式應用在特殊教育推展成效評估之研究－以花東地區啟智學校教育為例（未出版之碩士論文）。國立臺中師範學院，臺中市。
四、網站
江姿儀（2019）。教中文好崩潰？台灣女孩創漢字圖解 Chineasy ，讓外國人秒懂中文字。取自https://www.marketersgo.com/marketing/201903/mk1-chineasy/
張金蘭（2014）。法國教學現況及其對台灣華語文教學的啟示。取自 https://tcsl.cycu.edu.tw/wSite/public/Attachment/f1421906361386.pdf
新加坡教育部 （MOE）（2010）。 樂學善用：2010母語檢討委員會報告書。取自https://www.moe.gov.sg/docs/default-source/document/media/press/2011/mtl-review-committee-s-full-report-(chinese-language).pdf
劉文婷（2016）。 數學課堂中的探究式教學。取自https://www.jxfls.com/plus/view.php?aid=12850

英文部份
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三、碩博士論文
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