Study On Compiling And Using Of Reading-supporting System Of Chinese Textbook In Senior High School

Bearing the spiritual wealth of mankind, Chinese textbook is a manifestation and reflection of the language course content as well as a means of teaching and learning for the language teachers and students. The Chinese textbook which determines the achievement of the purpose of language teaching plays an important role in the whole language education system. As one of the constituent elements of Chinese textbook, the reading-supporting system affects the vitality of Chinese textbook to some extent, whose role should not be overlooked. The new round curriculum reform stresses self-learning ability, and the key point for the Chinese textbook to reflect this concept shall be the reading-supporting system.However, due to various reasons, there are more or less problems in the compilation and usage of the reading-supporting system. Judging from the compilation situation, by comparing the author found that: the inspiration, guidance, openness, pertinence of prompt type the is inadequate; the presentation and the correlation with the text of illustration type is to be improved; the purposiveness of the exercises is not strong and is deficient of sequence, direction and guidance; the consideration on teaching of the notes is insufficient; the type of knowledge essayin the appendix is single. Thus it can be seen that there are still considerable space for improvement of the compilation of reading-supporting system. Judging from the current usage situation of reading-supporting system, the author found in survey that: many teachers don't know the system concept and its role clearly and also usually use incorrect way in the teaching process, and even are dismissive of this system. Therefore, under the influence of such teachers, some students also turn a blind eye on this system.Given this situation, beginning by the history evolution of the Chinese textbook reading-supporting system and going by the psychology, systematology, and Dewey's textbook theory, the author made s longitudinally comparison between the 1995 Edition, 2000 Edition, Standard Edition of High School language textbook (obligatory) published by People Education Press. Through the comparison, I sum up the experience of reading-supporting system compilation to help clear its development trends and ideas. The following are recommendations on the system compilation: First, from the perspective of knowledge, the compilation of system should increase knowledge guidance, in particular, the procedural and strategic knowledge; second, from the perspective of teaching, the compilation of system should take into account the physical and mental development characteristics of high school students to match the teaching; third, from the perspective of textbook compilation, the launch, design and other sectors should be integrated of different factors. Based on the feedbacks from the textbook users, the application proposals are put forward in the aspects of concept clearance, the supplement and selection of reading-supporting information and the system application in teaching: Teachers must have a clear concept and change conception, complement additional information to help reading, filter valid information, and use reading-supporting system to organize teaching.