"3-Demention And N-Item Research" On The Chinese Knowledge In The "Unified-Edition" Junior High Chinese Textbooks

Since the “Unified-Edition”Junior High Chinese Textbooks published,researches on these textbooks have been a hot topic in Chinese education research.Through a large number of statistical studies on the literature of unified textbook compilation,the author finds that the existing studies have not paid enough attention to the important content of Chinese knowledge in textbooks.The object of this study is to compile the Chinese knowledge in this textbook.After sorting out the existing literature on the unified edition and other editions of Chinese textbooks,it is found that the current research on Chinese knowledge in textbooks often only studies one or two aspects of Chinese knowledge,few studies can make people intuitively and comprehensively understand the arrangement of Chinese knowledge in textbooks.Therefore,based on the previous researches on the concept and classification of Chinese knowledge,the author builds a research framework for studying Chinese knowledge in textbooks.This framework mainly includes three essential dimensions of Chinese knowledge in textbooks: orientation,nature and distribution,namely,recording which Chinese activities the knowledge points to,what kind of knowledge it belongs to,and which parts of the textbook the knowledge is distributed in.Under each dimension and have corresponding sub-projects(items).Due to the different parts in different editions of textbooks,these“sub-projects(items)” are also different,so the author named the framework which is used to study Chinese knowledge in textbooks as "three-dimension and N-item" research framework.After the framework has been established,the author has carried on extracting and determining the nature of the Chinese knowledge in the textbooks.The scope of the study is mainly all the Chinese knowledge in the first volume of grade 7,but since there is no oral communication section in the textbook of grade 7,the Chinese knowledge in the first volume of grade 8 is extracted for analysis.After discussion with the collaborators,256 Chinese knowledge terms with independence in three dimensions were extracted from the research scope,which were used as the basis for describing the compilation of Chinese knowledge in the junior high school Chinese textbooks.The following is the analysis of existing data,mainly using quantitative research and content analysis methods,through the analysis of the number and content of Chinese knowledge entries in each project,so as to comprehensively describe the compilation of Chinese knowledge in the junior high school Chinese textbooks,and find out the possible problems.Through the research,it is found that there is no significant imbalance in the direction and distribution dimensions,but there is a significant imbalance in the nature dimension,which is manifested in the serious lack of strategic knowledge.Therefore,the author suggests that appropriate strategic knowledge should besupplemented in the subsequent revision of the textbooks.Finally,from the perspective of Chinese knowledge,the author also puts forward suggestions for teachers,and the future research on Chinese knowledge and Chinese education research methods are prospected.