A Study Of Senior High School Chinese Writing Textbook In The New Curriculum

For a long time, many high school Chinese teachers can't gain very good results when using teaching materials of Chinese writing. Some phenomena such as arbitrary teaching, objectives' being out of focus, lack of process instruction exist and to a great extent they are relative to the fact that teaching materials don't offer enough help to writing teaching.In this dissertation three new sets of high school writing material, which are published by People's Education Press, Jiangsu Education Press and ECNU Press and are called PEP edition, Jiangsu education edition and Shanghai education edition for short in the following parts, are researched. Their structures, contents and characters are particularly analyzed and concluded. Their aims, knowledge structures and exercises are compared. I am looking forward to helping improve teaching materials and writing teaching as well.This dissertation includes four chapters, Chapterâ… tells us the theoretical basis of the dissertation. First, it defines the concept of Chinese teaching materials. Next, it analyzes the writing aim of General Senior High School Chinese Curriculum Standard(experimental edition). Next, the categories of writing knowledge are defined according to Information Processing Psychology's classification about generalized knowledge. Finally, it defines Vygotsky's "zone of proximal development"and the constructivism theory to the practice of writing.Chapterâ…¡systematically researches the structures, contents and characters of the three sets of writing teaching materials.In Chapterâ…¢, the aims system, knowledge system and exercises system of the three sets of teaching materials are compared.Chapterâ…£presents some opinions about the compilation of writing teaching materials (1) Aim of writing materials and the aim of General Senior High School Chinese Curriculum Standard (experimental edition) for writing should be coincident, and it should be described clearly, concisely and orderly. (2) Writing knowledge mainly consists of procedural knowledge.(3)Writing guide should be step-by-step and must be operated easily. (4) Writing exercises should have adequate quantities, high quality, high-density equilibrium, and proper gradient. It must have a timely manner to maintain and promote the transfer. The proposition must be lively and situated. Questions and the style should be diversified.