A Comparative Research On Conversational Chinese 301 And Sino-Japanese Bridge Chinese

Textbooks are an important carrier in teaching in Chinese international education,and their advantages and disadvantages will directly affect the teaching result.As the global "Chinese fever " becomes more and more popular,the number of Chinese learners in Japan is increasing year by year.So it's vital to compile excellent primary oral Chinese textbooks for compiling Chinese textbooks for Japanese learners at the present stage," In order to explore the superiority of Chinese and foreign co-editing to sole-edit in the compilation of native Chinese textbooks,two excellent Japanese native primary Chinese Oral Textbooks are selected as the study object in this paper:(Japanese annotations compiled by Chinese Scholars)two volumes of Conversational Chinese 301,(Japanese annotated edition compiled by Chinese scholars),(Chinese-Japanese co-edition)two volumes of Sino-Japanese Bridge Chinese.Research methods of literature,Comparative analysis and data statistics and others are used comprehensively.Combined with previous study and my thoughts and opinions,the compiling principles for Chinese as a foreign language teaching(the principles of pertinence,science,practicability,systematicness and culture)are taken as the standard in this paper,and taking Zhao Jinming's Evaluation list of textbooks for Chinese as a Foreign language and the newly revised General Curriculum Outline for International Chinese Teaching as the evaluation criteria of teaching items.Combined with the relevant viewpoints of Chinese and Japanese experts and scholars,from the perspective of compiling ideas,teaching structure,topic setting and vocabulary,grammar,text and practice in the teaching program are analyzed with a large amount of data,and the advantages and disadvantages of the two sets of textbooks in the aspects of the principle of textbook compilation and the presentation of local characteristics are discussed in this paper,and the following conclusions are drawn.In the aspect of compiling ideas,as primary oral teaching materials,both of them aim at cultivating Chinese beginners' communicative competence,and pay attention to the cultivation of learners' listening,speaking and reading skills,all of which follow the "five-feature principle" of textbook compilation.In terms of textbook structure,the structure of both sets of textbooks is relatively complete and clear.The advantage of Sino-Japanese Bridge Chinese lies in its independent and complete phonetic chapters,focusing on phonetic teaching as well as the Japanese interpretation in each part of the textbook structure,which embodies the systematic,targeted,scientific and local characteristics of the textbook structure.At the same time,it has prominent keys and focuses on conversation and practice.In terms of topic setting,topics in these two are mainly on daily life with high practicability.There are basically equal amount of topics involved in General Curriculum for International Chinese Teaching and are suitable for Chinese learners of the primary stage.On topic and content setting,the two books are from easy to difficult step by step,reflecting the pertinence and scientific characters of the textbook.In the distribution of topic content,Sino-Japanese Bridge Chinese is more balanced," while Conversational Chinese 301 owns too many repetitive topics.Language knowledge and logic are biased and unnatural in compilation of some few conversations.In terms of teaching items,these two sets of textbooks basically meet the relevant standards in "Evaluation list of textbooks for Chinese as a Foreign lan guage " written by Zhao Jinming.In terms of vocabulary compilation,two sets of textbooks' compilation of vocabulary and grade is in line with the requirem ents of General Curriculum for International Chinese Teaching.While,as for Si no-Japanese Bridge Chinese,vocabulary of the first volume is much more than that of second volume,with wide difference in difficulty,and not being scienti fic.As to interpretation of words,the interpretation of Sino-Japanese Bridge Ch inese is more standardized and rigorous,and the compilation of glossary is mor e scientific and practical,both of which reflect the localization characteristics of teaching materials.On grammar compilation,the number and grade of gramma r items of Sino-Japanese Bridge Chinese are more matched to General Curricul um for International Chinese Teaching.The higher degree of matching and var ious forms of interpretation highlight the pertinence,scientificity and localization of textbook compilation.The compilation of the texts by conversations is close ly related to life of learners and reflects the pertinence of the textbook compilat ion.The setting of characters and the cultural viewpoint compilation of the text content are more scientific and own prominent cultural and localization characteristics.About exercises,these two sets of textbooks are rich in question kinds,while Sino-Japanese Bridge Chinese is more pertinent and practical;Conversati onal Chinese 301 are inadequate in the amount of questions,but Sino-Japanese Bridge Chinese is more scientific and pertinent.Finally,some optimized suggestions are put forward in line with its shortcomings,and the conclusion that textbooks edited by Chinese and Japanese are superior to the sole editing is drawn.On this basis,the importance of Chinese and foreign co-editing is further demonstrated and analyzed,to reach the theoretical height of "substantial Chinese-foreign cooperation",which not only applies to the localization of the compilation of Chinese textbooks for Japanese,but also to all the localization of compilation of Chinese textbooks for all foreigners.