Contrastive Study On Assistant Learning Materials Of Junior School Chinese Coursebooks Ranging From 1993 And 2001 Editions Of PEP To The J.S.EP Edition

Chinese coursebooks are the main channel to reach the aim of language course, the chief tool to adopt in the classroom instruction and the important resource to promote the students' physical and psychological development. Student-centered development being the core in the current curriculum reformation, it should become the basic prerequisite and the essential purpose in the process of compiling the Chinese coursebooks. Active reflection on promoting the students' development on the compiling the current Chinese coursebooks is a practically essential mission on the part of Chinese teachers and researchers.Chinese language education has a long history. It, on the one hand, provides with extremely abundant experience as well as a heavy history burden in compiling the Chinese coursebooks, manifesting themselves in the editor and the researcher's interest of "specific passage choice", compilation aiming to teachers'teaching and empirical compilization. And thus, it is necessary and pressing to make some research into the assistant learning materials in the Chinese coursebooks. The thesis makes some theoretical exemplification of criticism on and reconstruction of the learning materials in the Chinese coursebooks on the aspect of content and form in the synchronic and diachronic contrast of newly-edited curriculum ranging from 1993 and 2001 edition of PEP to the edition by Jiangsu Education Press.The assistant learning material should attempt to seek the harmony of system and process. The system is a systematic organism which consists of the elements of learning materials in an integrated manner. And the process is that of conceiving and developing this system. A fully clear knowledge of this system should facilitate its practical management. Therefore such study is pressing. A historical view indicates that notes and comments are the main form of learning materials in ancient Chinese course book. In the period of May Fourth Movement, adding practice design is a big breakthrough relevant to this issue. 108 Lessons of Chinese Language pioneered the incorporation of these materials as learning unit into the coursebook. Later the illustration of literature came to be an element of the coursebook, making the system increasingly abundant. Since the new epoch of opening and reformation, the assistant learning materials have become more systematic, more sequential, more connective. With fully knowledge of being more related and more systematic of the coursebooks, people come to agree that the coursebooks are not only the tools employed by the teachers but also the learning materials for the students, and accordingly the coursebooks lay its first stress on the guidance to students' learning activities. In the beginning of the 21^st century, basic education curriculum reformation is executed in our country. With an anticipation of breaking the obsolete practice in the previous curriculum development, the learning materials should be edited with the aim of highlighting our exceptional Chinese features.Assistant learning materials plays an extremely important role and exerts an essential function of realizing the curriculum aim, explicating the contents, guiding the student practice in the classroom and promoting the student's independent development. Specifically speaking, its functions manifest themselves in the following aspect: implying some suggestions to the teachers about teaching method, enabling the students to familarizing themselves with learning method; improving Chinese language proficiency, developing intelligence, possessing more knowledge about this language on the part of students, interconnecting the relations inside and outside of classroom instruction, indicating the intentions of the editors', and highlighting the whole structure of the coursebooks.In regard to the contents of assistant learning materials, the PEP are more challenging, characterizing with originality, gradual innovations and striking the most favorable effect for long. A comparison of coursebooks ranging from 1993 and 1999 Edition of PEP to the edition by J.S.EP indicates that both of them are making the extreme effort to realize the principle of new coursebooks and emphasize the full functions of assistant learning materials, while the coursebooks of J.S.EP characterize with being more open, more specific and more flexible in the content. The comparison also reveals that there exist some common unfavorable problems such as formulic preview of unit and text, the preview being too superficial and humanity, monotonous exercise design, unsatisfying scientific effect of illustration attached to the text and less specific purpose of the footnotes.Due to the problem discussed above, suggestions are proposed in designing assistant learning materials. The first suggestion is that diverse theories must be adopted to guide designing the assistant learning materials in reference to the compiling theories; to facilitate the students have clear knowledge of learning aims according to Bloom's Taxonomy of Educational Objectives and Gagne's theory of the classification of learning result, laying stress on the student-centered principles with constructivist learning theories, enriching learning materials abiding by the Theory of Multiple Intelligence. Secondly, the compiling system must take comprehensive account of the exterior affecting factors to realize the comprehensive effect. Thirdly, the contents must be facilitative in changing obsolete views of knowledge, stressing igniting the interests of learners so as to fully realize the belief that assistant learning materials serve to promote the developments of students. Lastly, on the aspect of presenting the assistant learning materials, we should pursue the most favorable method and tunnel to maximize the function of assistant learning materials.