The Investigation And Analysis Of The Using Of Hanyu For Bilingual Class

In recent years, with the rapid development of Xinjiang bilingual education,teaching material, as an important component in teaching activities, has also beenrevised to adapt to the development of bilingual education. At present, Xinjiang thethree most widely used Chinese textbooks are “Yuwen”,“Hanyu” for bilingualclass and“Hanyu” for common class. Through the questionnaire and interview ofstudents and teachers in Kashi, Atushi region and Yili, this article makes survey ofthe use of “Hanyu” for bilingual class this set of teaching materials. Thisinvestigation is to study the “Hanyu”teaching materials in various regions, andprovide some suggestions for the future use and revisal, and make the teachingmaterials more closely combined with the teaching objectives in“Full-time NationalPrimary and Secondary School Chinese Course Standard”，more correspondent to theteaching plan, the expectations of learning objectives and requirements, so as toprovide a reliable guarantee of teaching implementation.As one of the sub-tasks of “‘Xinjiang Minority Compulsory EducationalChinese Teaching Material Used by Putong Class’, which is researched subject ofnational educational science‘eleven-fifth planning in2010’”, held by professorWang Zhubin in the international Cultural Exchange College, this paper focuses onanalyzing the students and teachers’ attitudes toward the teaching material, aims atinvestigating whether the material fit the students in every region or not, finds outexisting problem in the use of the material, and provides some suggestions for thefuture revisal. This paper consists of five parts: introduction, the basic features ofHanyu for bilingual class, the survey and analysis of the use of the material, overallevaluation and suggestions and conclusion.The first part is the introduction. The author introduced the background, purposeand meaning of the topic, the respondents, the methodology, and gave the literaryreview.The second part introduces the basic information, leading ideology and structureof this set of teaching material.The third part is the main body of this paper. The author firstly introduced theinformation of the investigating region, and then analyzed the questionnaires of bothstudents and teachers. The author analyzed the student’s questionnaires from thethree aspects: regional difference, phase difference and urban and rural difference, while analyzed the teachers’ attitude through questionnaires and interviews.The forth part summarizes the overall evaluation of the set of teaching material,and provides the editors and teachers with advice in the future revisal and use of theset of teaching material.The last part is the conclusion of this paper.