| Textbook is a key medium for students to learn scientific and cultural knowledge and exercise ability.It is a pivotal position in educational work.Concerned about the selection and selection of textbooks,it is useful to reform the existing textbooks in a timely and appropriate manner so that they can function better.However,through the review of the existing literature and information,it is found that there is no coincidence field between the study of Chinese knowledge and language ability and the analysis of textbook,and the two types of research are carried out separately.If we can make a careful collation and analysis of the expression of "language knowledge" and "language proficiency" in two sets of Chinese textbooks,and summarize the laws and characteristics of their presentation,and as a fundamental link The basic principles of pedagogy,the preparation and integration of textbooks proposed improvements.This is a more scientific use of textbooks for teachers and students,to maximize the play of these two sets of textbooks has a very important function.This article will focus on two sets of new curriculum textbook how to implement the "2011 compulsory education language curriculum standards"(hereinafter referred to as "new curriculum")on "language knowledge","language ability" content and requirements.The content system of "language knowledge" and "language proficiency" will be extracted from the new curriculum standard "Curriculum Objectives and Content" by referring to the relevant framework of "1992 Chinese Language Teaching Syllabus"(hereinafter referred to as the "1992 Outline").Comparison of the human version of the language version of the two sets of junior high school textbooks,two sets of textbooks on language knowledge,language ability to conduct a comparative study.The full text includes the following four parts:The first part introduces the origin and significance of the topic selection,and analyzes the current situation and development trend of Chinese knowledge,language proficiency and textbook research at home and abroad by consulting and integrating the data.This paper introduces the research methods adopted in this paper: literature,content analysis,comparative study.The second part introduces the version information of the Chinese textbooks and the Chinese version of the junior middle school.According to the new curriculum and the 1992 outline to establish the language knowledge,language capacity of the content system,the language knowledge is divided into Chinese knowledge,style knowledge,and literary knowledge three categories.The language ability is decomposed into literacy and writing,reading,writing,oral communication,comprehensive learning five abilities.According to the above content frame system,the paper analyzes the knowledge of the two sets of textbooks and the language proficiency.In the third part,the author compares the knowledge and language proficiency of the two sets of textbooks in detail.The third chapter of the article to the language of knowledge as the theme,divided into three sections of Chinese knowledge,style knowledge,and literary knowledge in the two sets of textbooks were compared.Chinese knowledge and literary knowledge are involved in the reading system,so the classification of two sets of textbooks under the classification of statistics,and analysis of the two versions of different versions of textbooks in different tendencies.On the style of knowledge,two sets of textbooks have taken to avoid the attitude,only in the human education textbook knowledge system has four articles related,and not very specific.The fourth chapter of the article to language ability as the theme,divided into five sections were five kinds of ability to compare.Analysis of literacy and writing ability,compared to the two sets of textbooks under the record of the number of words and words,compared to the textbooks on student calligraphy guidance and writing tasks.Analysis of reading ability,the two sets of textbooks after the study of the contents of the contents of this article compared to the content of the system framework,the specific statistical data,and comparative interpretation,found similarities and differences.Analysis of writing ability,the practice of post-class exercises and unit activities were compared to the task,the difference between the number and quality.Analysis of oral communication ability,through the unit activities of oral communication theme,the main activities,skills training points to compare,in order to find the differences between the textbooks.Analysis of comprehensive learning ability,mainly through the activities of the theme and activities of the contrast,to examine the similarities and differences.In the fourth part,according to the conclusion of comparing the knowledge and language proficiency of the two sets of textbooks,it puts forward some suggestions on the defects in the preparation of the textbooks: to increase the emphasis on the knowledge of the style and to improve the degree of emphasis on reading skills and to enrich the writing activities diverse. |
