| In recent years,along with the constant development of China,Chinese as a second language teaching abroad increasingly rapid development,various countries and regions,Chinese learners are also gradually increase.Canada,Russia and other countries have Chinese lessons as an independent course in university,and in some parts of Britain,the United States and South Korea opened the Chinese lessons in primary and secondary schools.Even so,due to the limitation of various factors,many Chinese learners are unable to come to China to learn Chinese.On the other hand,the characteristics of the general lack of targeted Chinese textbooks have been unable to meet the needs of the local Chinese teaching better.Therefore,around the localization of Chinese textbooks written for growing.Based on the above situation,the writers of Chinese textbooks to continuously explore,to write a series of more excellent localization of teaching materials,widely welcomed by foreign teachers and learners.But at the same time,the deepening and development of Chinese teaching in the process of teaching localization in content also needs to keep pace with The Times and strive to innovate.This article in the first chapter presents the localization of Chinese textbooks,the theoretical basis of the related concepts and the teaching material evaluation and selection of the localization of the United States and South Korea representative elementary comprehensive Chinese teaching materials,namely " Integrated Chinese LEVEL 1" and "ChineseⅠ",in the second chapter from the two kinds of local teaching material is the same and the difference between doing the overall comparison and evaluation.The third chapter focuses on comparing the two kinds of teaching material of local characteristics,and through the comparative analysis of the ’home and shortcomings.In the last chapter,according to the above analysis,to provide comprehensive Chinese teaching material in the initial stage of localization in the future several written advice. |
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