A Comparative Study On The Writing Of Chinese Textbooks In Chinese And Japanese Junior High Schools

This paper selects the PEP and two sets of representative Japanese textbooks: Mitsumura,Tokyo two sets of books,and uses comparative research,literature research,and statistical analysis to study the writing of the third edition of Chinese and Japanese textbooks in an attempt to analyze China and Japan Similarities and differences in the writing materials of textbooks,and excavation of the Japanese teaching materials such as "5W1H" "the cultivation of copyright consciousness" "inheritance of traditional culture" and other worthy reference.The first chapter analyzes the writing knowledge in Chinese and Japanese textbooks from the perspective of the cultivation of writing ability.Under the support of the data,the comparison finds that both China and Japan attach importance to language expression and cultivate the ability of students to discover,collect,and sort materials.The difference is that Japan attaches more importance to revision and peer communication to modify the link.The second chapter uses the quartile method to statistically analyze the stylistic distribution of Chinese and Japanese textbooks from a stylistic point of view.It is found that our country attaches more importance to narrative texts.Japan's various stylistic distributions are relatively balanced,with more discussion and applied stylistics.In order to foster students' closeness,inheritance,and development of traditional Japanese language and culture,Japan has set up writing activities for writing haiku and short songs.The third chapter analyzes from the perspective of writing guidance and concludes that both Chinese and Japanese textbooks pay attention to the cultivation of basic writing ability.The flexibility of textbooks in China is even greater,leaving teachers with ample room to play.Japan,on the basis of inheriting the ideas of educators,is publishing-oriented and focuses on process guidance,supplemented by forms,charts,and comics.It is highly readable.The fourth chapter compares readership awareness,accumulation awareness and copyright awareness.The PEP chooses to remind readers of the existence of writing topics,knowledge,and tips.The Japanese textbooks will perpetuate the reader's awareness throughout the writing process and use various forms of training.Both countries attach great importance to accumulating material from their lives.Japan attaches more importance to the accumulation of vocabulary.Corresponding vocabularies are also provided in textbooks.Both countries have stipulated citations in their curriculum standards,but in the implementation of teaching materials,Japan's citation guidance is more meticulous.The fifth chapter puts forward suggestions on how to write and train the content.The content design needs to combine the knowledge it learns with life.There should be a gradient in the design of the topic,a combination of application and literature,and a reinforcement of procedural knowledge;training methods should be independent and cooperative,and readers should be trained in a variety of ways.