Korean Primary School Chinese Textbooks, Educational Anthropology Studies

Being a unified multinational country, training excellent bilingual speakers for minorities has always been a hot issue in China. However the Chinese textbooks used in minority schools for the time being are generally based on the original version of Chinese textbooks for general schools. They don't give enough attention to the specific cultural background and customs of minority students. Thus minority students' Chinese language study lacks pertinence and applicability. This greatly prohibits the effective Chinese teaching in minority schools.Under the perspective of educational anthronology, guided mainly by the theories of cultural ecology mode, constructive learning theories in linguistics, this study synthetically adopts the means of document analysis, content analysis, questionnaire and interview methods. Yanbian Korean Autonomous Prefecture is the investigation field. The12Chinese textbooks for Korean elementary school published by Yanbian Education Press are the main study objects. This study first makes content analysis of the books, and then it makes field investigation mainly on the feedback of using the textbooks. Based both on the static content analysis and field's first hand data and information, this part discusses the problems existed in the textbooks, makes thorough reflection on them and proposes certain solution.This dissertation is constructed by the following six parts:The exordium. This part expounds the study origin, literature review, the study purposes and significance, definitions of related concepts, theoretical basis and the main methods etc.Chapter one:The development and history of Chinese textbooks for Korean elementary schools. Firstly it describes Chinese textbooks' development in Korean schools during the following periods:the time between late Qing dynasty and the establishment of the Republic of China, from the establishment of the Republic of China to Reform and Opening-up, and from Reform and Opening-up period to the present time. This chapter reveals the framework and main content of the study objects—12Chinese textbooks for Korean elementary schools published by Yanbian Education Press.Chapter two:The content analysis of the Chinese textbooks for Korean elementary schools. This chapter makes meticulous content analysis of the study objects from the following three aspects:Why teach? What to teach and how to teach? It discusses the curriculum targets of the textbooks, makes content analysis from the aspects of textbook knowledge and culture choice, and it explores the construction and presentation of the12textbooks.Chapter three:The field investigation and data analysis on the using of Chinese textbooks in Korean elementary schools. Taking Yanbian Prefecture as the investigation field, combing the means of interviews with questionnaires, the study makes field investigation on the textbooks, and it analyzes those first hand data in depth.Chapter four:Problems existed in Chinese textbooks for Korean elementary schools and its analysis. Based on the text analysis and field investigation, this chapter raises and analyzes the problems existed in three aspects:the curriculum targets and its implementing situation, the content selection, the organization and presentation of the books.In the ending part, this dissertation points out that Chinese textbooks for minority students must root from their own national culture. Bilingual and bicultural ideas must be carried out all the time. Five general principles are proposed for constructing Chinese textbooks for those minorities whose mother language is not Chinese. They are scientific principle, culture principle, fitfulness principle, interest principle and practicality principle.This study on Chinese textbooks for Korean minority elementary schools helps to make clear the textbooks'history and their developing tracks, promote more effective teaching and improve the minority students'Chinese level. Meanwhile, it enriches the writing concepts of Chinese textbooks for minority students, and it also provides reference for the basic education curriculum reform in minority areas.