A Comparative Study Of PEP High School Textbook "language" Compulsory Textbooks And Chinese Version Of "American Language.

The Comparative Study of Language Education has become an important motivation for the development of language education in China.When it is compared more comprehensively and studied more deeply,it will be more beneficial for us to understand the law of the language education correctly and to guide our reformation and practice of the language education. Language teaching materials are the most direct materials for the teachers to teach and the students to learn. A comparative study of the materials, that is, do some comparative study of the related teaching materials that come from different countries from various aspects with the purpose to dig out the defects of our local teaching materials and explore the useful exotic experience. The United States is an advanced educational country in the world, so doing the comparative study between the USA and our country will be of great significance for promoting the development of Chinese language teaching. This article will obtain a lot of useful experience for the edition of the Chinese textbook through the comparative study between PEP high school textbooks and the Chinese version of the "language" language teaching materials.This article compares PEP Edition high school textbooks and Chinese version of the language of the United States of language teaching materials. First of all, the theoretical basis of the two textbooks is different. Chinese culture has the characteristics of introversion, universal morality, family, the doctrine of the mean thought of peace and native friendship, while American culture has the features of pragmatism and individualism, multiculturalism. Meanwhile, the Chinese curriculum standard idea is different from American. Secondly, the selected texts in the two textbooks are different. China advocates "human" literary activity, while America advocates realism literature; senior high school "language" textbook in the form of literature and the thoughts and feelings as the theme for the dividing unit, Chinese version of "American language" textbooks to the theme of the times to divide the unit; senior high school "language" textbook author of a number of literature famous, Chinese version of the United States of America texts authorship diversification. Next, the reading directions of the two textbooks are different. Two aspects are included in the reading directions before each unit in the language teaching materials published by People Education Press. For one thing, it introduces the genre, for another thing, it helps readers pay attention to the problems exist in learning the genre. Teaching materials for each reading of the text does not specifically, Materials without specific reading guidance for each text, just give a little explanation in the class notes. Chinese version of "American language" textbook in the unit before the reading guidance includes two parts, one is the "historical background" section of the political, economic and social history of the period, and the second is "the literature of this period" section describes the background of the literary development. Chinese version of "American language" textbooks before class introduces the author and the writing background, better implementation of concepts linked to the learning and living experience of literature. Fourth, two textbooks, homework exercises are different. Two textbooks to be literature associated with student life experience; Two textbooks focus on the interpretation of the content of the text; Two textbooks focus on students’thinking in modern society; People’s education for senior middle school of the Chinese teaching material from angle of tool character and humane character design issue; Chinese version of the United States of Chinese teaching material of importance to readers’reactions; The Chinese edition of the United States of language teaching materials focus on developing students’ability of logical thinking. Fifth, the guidance of writing of the two textbooks is different. Compared with the senior school "Chinese" published by People Education Press,"American Language" of Chinese version is life-orientation, and has more writing types. Also, it provides specific skills of writing and the writing process. The author through the comparative study of two textbooks, to modify people’s education for senior middle school of the language teaching materials made the following recommendations:increased textbook introduction to articles related to the author’s biography and background; Increasing textbook an introduction to literary forms the historical background; Enhanced "links to literature and life" concept implementation; Broadening the field of knowledge, and knowledge into colorful; strengthen the operability of writing method guidance, the practical writing type comprehensive, the comprehensive of literature form training, the skills of speech communication guidance and the students’thinking ability of training guide.The research method of this paper is literature method and comparative method; the characteristics of this study include systematic, age and practical; Research and innovation point of this article is the subject of this article and new perspectives of the new; This research sources including library and information network; This study through comparison and analysis of Chinese teaching of senior middle school of language teaching materials to the Chinese version of the United States of language teaching materials to know the advantages and disadvantages of textbooks in the languages of the two countries, and to find be worthy of Chinese language textbooks compiling the place to learn from the United States of America in the Chinese teaching materials.