| Currently, many versions of primary school textbook are available. Among them the PEP version is the most authoritative. In the books, the Chinese character teaching part is the very controversial. The PEP has made many adjustments according to the syllabus and curriculum standard. But by contrast, the lack of effective guidance and effective review or supervision authorities, leads the book to some degree of randomness and arbitrariness. There are many factors about character teaching should be given careful consideration.Research object are three sets of texts published by the People’s education press during 1980 s, 1990 s and 21 st century. In the choice of the word quantity, the species and the word order of three versions show many differences. Is there any consistence among the three sets of textbooks? Firstly, a reasonable question: does “character amount” meets the requirements of students’ cognitive ability? Although written by the same press, there is a great difference in the kind of character choice. Three versions are subject to compliance with students’ cognitive characteristics of materials prepared by the concept of the arrangement vocabulary guidance on transitional arrangements from simple to complex, from photographic to phonetic word order, but in particular operation, word order arrangements are mostly from the experience of view, there are no universally accepted priority characters. So the distribution of textbooks vocabulary exhibit disordered.Through carefully investigation we summarize the common law of “word amount”, “species” and “word order” embodied in the three sets of textbooks for teaching Chinese characters. Describe the overall appearance of the three sets of teaching materials and teaching Chinese characters through careful word analysis.Analyze and compare the three aspects of the three versions respectively. To find outwhy the unreasonable and unscientific phenomenon exists? Explore the deep rooted reasons and look for effective ways to improve. |
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