Ecological Evaluation Of Chinese Reading And Writing Textbooks For Overseas Students In China

As the number of foreign students in China increases,so does the number of students studying Chinese.Due to the vigorous development of teaching Chinese as a foreign language,people pay more and more attention to the quality of textbook compilation.At present,the number of domestic textbook research is increasing,and the research field is also expanding.Whether from the compilation of the textbook itself or from the perspective of the users of the textbook,it has achieved fruitful results,but it is only from the study of the writing content and the effect of the use,and from a larger perspective to study the language of the textbook.The ecological evaluation of teaching materials is to provide a new perspective for the study of teaching materials evaluation from the perspective of language ecology of teaching materials combined with the traditional evaluation perspective.Therefore,based on the theory of ecological linguistics,this paper takes the Development Chinese Elementary Reading and Writing Course(Ⅰ and II)as an example to evaluate its ecology.This study is analyzed from three aspects :(1)the external ecological assessment of teaching materials.(2)Assessment of the internal ecology of teaching materials.(3)Assessment of other projects.The external ecological evaluation is mainly from the preface,catalogue and textbook objective analysis and evaluation of the textbook;the internal evaluation is mainly from the perspective of text type,text language and corpus source;other project evaluation is based on the traditional evaluation perspective,which mainly analyzes the exercises,notes,illustrations and vocabulary of the textbook.This study uses a combination of qualitative and quantitative methods to analyze and study.Through the analysis of the content of the textbook evaluation and the theoretical results of ecolinguistics,the ecological evaluation concept is constructed,and then the evaluation concept is refined,and the ecological evaluation form of the textbook is formulated to refine the specific items of the ecological evaluation.Finally,the quantitative analysis can be carried out in the relevant items,and the language analysis method is used to summarize the non-quantifiable items.The study found that:(1)There are few eco-related topics in the general preface,and the goal of teaching material does not make clear requirements for the cultivation of students’ ecological consciousness;(2)The text’s ecological discourse is relatively low,natural ecological discourse texts mainly focus on beneficial discourse;The source of data is rich;In addition,the author found that the content of the revised textbook is not logical,and the matching degree between the content of the intensive reading text and the title is low;(3)In practice,the forms of practice are varied,but there is a lack of types to guide students to explore independently,and there is a lack of practice requirements after class;(4)Notes are clear and accurate,but there are some missing;(5)Individual drawings are vague and can not better reflect the characteristics of Chinese traditional culture;(6)The grade arrangement of new words is relatively reasonable,but the repetition rate is low.Accordingly,this study puts forward the concrete suggestion of ecologicalization and rationalization of textbook compilation,which is of practical significance to the study of ecological evaluation of teaching material and the compilation of teaching material.This study has some limitations in the specific evaluation quantification.The future research can make an in-depth study on the standard of ecological discourse analysis and textbook ecological assessment scale.