A Study Of Junior High School Chinese Writing Textbooks Of Shanghai Edition

This thesis takes three sets of junior high school Chinese writing textbooks as a research object.The whole thesis is contributed by four chapters, In the first chapter, the author elaborates the compiling theories of the three sets of writing textbooks. The S and H editions are based on modernist curriculum and their compiling theories are focused on skill practice. So these two textbooks are scientific, and they are helpful to our test system. The N edition is postmodernist.The second part comments on the compiling system and key characteristics, In the S edition , reading and writing seems to be two parts, but they are connected with each other as well. While in the H edition, their relationships are not clear. In the N edition, it's hard to tell the relationship between reading and writing.The third part makes a comparison with the three sets. For example, the S and H edition pay more attention on collecting materials and creating ideas. The N edition focuses on writing skills, but no writing strategies are mentioned. However, it's not ideal to use all the three sets of writing textbooks in teaching.The fourth part puts forward several conclusions on Chinese writing textbooks. Junior high school writing textbooks should make a better combination of reading and writing as well as enhance practical purposes and guided functions.