A Comparative Study Of Chinese Textbook For Junior-School Students Produced By People Education Press And Shanghai Education Press

Highly developed in todays world of science and technology, economics andculture develop rapidly and the speed new information gets faster and faster. Alongwith rapidly changing landscape is the increasingly fierce competition betweencountries. The essence of competition between countries is within science andtechnology. This leads to competitiveness in national education development. Themost productive aspect of science and technology has been, in order to occupy theirown position on the world stage, countries must attach importance to education andincrease investment in education, making education and knowledge the silent battlein international competitiveness. In recent years, our own country has also paid moreattention to education and has formulated a strategy relying on science andeducation with the goal of reinvigorating China through human resourcedevelopment.Ancient Chinese did not set up a special Chinese course. In the "six classicalarts", as early as the pre-Qin period, the "book" is roughly equivalent to todaysChinese course. Until1902, the Qing government promulgated the king schoolregulations to formal in language teaching in China. Since then, many educationreform have made high-profile Chinese education the basic education. It can be saidthat Chinese education quality directly determines the level of national quality,national development, and the rate of progress.Chinese textbooks are the carrier of language education and tie students toknowledge Whether it is good or bad will directly affect the quality of Chineseeducation. So, teaching materials compilation and use has always been a problemconcerned by many people. Under the spirit of the new curriculum at the turn of thecentury, the domestic junior middle school Chinese textbook from one version of the"monolith" development is now a situation of great "one flowering" in the variousversions. In the different versions of the textbook, Beijing uses textbooks andteaching materials, and Shanghai use textbooks and teaching materials using generaland developed areas of concern. Based on the current Chinese textbooks and using Shanghai as the research object, comparing two sets of textbooks, including ancientChinese literature, Chinese modern and contemporary literature, foreign literatureproportion of comparison, the comparison of contents, the author compare unit, themain body of setting comparison, after-school section arranged comparative aspectsof comparison, and then find out the advantages and disadvantages of two versionsof textbooks. This will put forward feasible suggestions to help the two textbookscomplement each other to better serve Chinese education.