Research On Literacy Of Chinese Textbook Of Primary School In The Period Of The Republic Of China

Literacy is the basis of reading and wri ting, literacy is the initia l stage of mastering the written language. In order to re search the literacy of Chinese textbook of primary school in the period of the Republic of China, the Chinese textbook from 1912 to 1949 is regarded as the carrier and the study of vocabulary am ount and vocabulary order are regarded as the core. The Republic of China is the period in which m odern textbooks were born, and they developed from exploration period to m aturation period. Researching the textbooks of this period can not only reappear facts and refe r the history, but also make the contemporary textbooks develop better. Due to the im portant position of literacy in Ch inese education of prim ary school, literacy becomes the theme. Researching the amount of vocabulary and the order of vocabulary have an important meaning for students, it can help studen ts literate successful and transit from reading to writing.This study aims to understand the basic situation of the arrangement of words and the basic concept of literate education. In order to compared with modern textbooks of primary school, our Chinese textbooks of primary school will be more scientifically. This article mainly selects 5 sets of Chinese textbooks in the pe riod of the Republic of Chin a, Including: the Zhonghua Book Company published "the new Chinese textbooks" in 1917, the Commercial Press published "the new law Mandarin textbook" in 1921, "the new era of national language textbook" in 1927, and "einvigorate mandarin textbook" in 1933, the National Institute for Compilation and Translation published "common-sense Chinese textbook" in 1948. We study the amount of vocabulary and the order of vocabulary by the way of vertical and h orizontal research, qu antitative and qualitative research. Longitudinal studies, through the text analysis to learn the characteristics of the amount of vocabulary and the order of vocabulary. Cross-sectional study, by text comparison method attempts to multiple sets of textbooks for comparison, so it will be m ore comprehensive and more in lin e with the con clusions of the f act. In this research, we have both qualitative research and quantitative research. This research will test hypotheses and we will draw som e basic conclusions about the period textbook. By m eans of qualitative, presenting vivid picture and deep explanation to make a scientific and rational value judgment of the general situation of the textbook literacy of the Republic of China.This article is divided into three parts:Part I: Analyzing the five Chinese textbooks from the amount of vocabulary and the order of vocabulary, in order to pave the way for comparing with elem entary Chinese textbooks of the Republic of China.The study accounts the total num ber of the vocabulary and its distribution in each volum e. In the study of the word order, sorting each set of vocabulary table to restore the order, then analyze the number of strokes, the proportion of the word independent body, vocabulary content and other aspects.Part II: Based on the fiv e sets of textbooks, we will compare the total characteristics of the vocabulary order in five sets of Chinese textbooks in the Republic of China.The overall distribution of word am ount in five sets is dif ferent, some form shaped like an inverted "U", and some wavy arranged alternat ely lift, and some amount of literacy stepped increase. On the arrangement of the word order, five sets of textbooks are reflected "word from the text" in lower grades. A single set of textbooks from simple to complex strokes, in line with the characteristics of students’ psychological development.Part III: This part is based on the five sets of textbooks in the Republic of China. we will draw basic conclusion and summary the writing characteristics to provide reference for better preparation of contemporary native textbooks.In terms of the vocabulary am ount, the total amount of vocabulary in five sets of Chinese textbooks can basically m eet the needs of students’ daily reading. The vocabulary am ount of single volume is low and in the longitudinal dist ribution of the a mount of voca bulary, each textbook has its own characteristics. The arra ngement ideas of the vocabulary am ount can provide an im portant reference for future te xtbooks. In term s of the vocabulary order, the vocabulary within a single volume of textbook does not follow the order from simple to complex. In the first grade, the proporti on of the single body words is highe r than the current PEP. The arrangement of words are in line with the characteristics of "words from the text". The concept of word order arrangement provides an important reference for future.