In this paper, Chinese curricula in the contexts of China and Singapore on primary level are compared and contrasted by both quantitative (Word Segmenter and Text Analyzer) and qualitative methods (in-depth thematic analysis). The research shows challenges for educational administrators, teachers and other professional staff in Chinese education on the aspects of applying information and communication technology, implementing individualized and autonomous teaching and learning, balancing different teaching objectives, understanding students' cognitive and psychological varieties, readjusting teachers' roles as organizer, facilitator and instructor, and aligning formative assessment and summative assessment. Meanwhile, the research also demonstrates and rationalizes the prospects of Mobile Assisted Language Learning (MALL) in Chinese teaching and the glocalization of Chinese curricula in the future. Further, the research will help people know more about diverse social linguistic contexts in China and Singapore, the different essence of first language (L1) and second language (L2) teaching, and the complexity and arduousness of language teaching in practice.