A Comparison Of Chinese And Korean Primary School Chinese Textbooks And Their Application In Teaching

As a basic subject in the basic education curriculum,most of the knowledge systems are based on the Chinese language.In the process of basic education,the learning of primary school language can be regarded as the most important.If a worker wants to do something good,he must first sharpen his tools.Such an important discipline that enlightens the mind,without the support of a good textbook,will encounter many problems at the specific operational level.After years of reform and development,the Chinese version of the primary school Chinese textbook has been used.The two versions still in use are the primary school textbooks approved by the National Primary and Secondary School Textbook Validation Committee in early 2001 and the 2016 compulsory education language textbooks approved by the Ministry of Education.(Currently published to the third grade).South Korea,a neighboring country with a lot of water,has gone through many national language textbook reforms and has stepped into the trap of developing countries before entering China.This paper aims to find out the common points and differences between Chinese primary school Chinese textbooks and Korean primary school Mandarin textbooks by comparing with the Korean language textbooks published by the Ministry of Education in 2017,thus providing some new ideas for the teaching application research of primary school Chinese in China.And new methods,at the same time broaden the horizons of practitioners of Chinese language education in primary schools and enrich our teaching methods.The introduction part of this paper introduces the relevant research background,research object,research summary and research significance in detail.In the current academic research,the comparative study on Chinese primary school Chinese textbooks and Korean primary school Mandarin textbooks is relatively insufficient.It is hard to find a comparative analysis of the 2016 compulsory education Chinese textbooks approved by the Ministry of Education of China and the Korean language textbooks published by the Ministry of Education in 2017.The research methods used in this paper are literature research method and comparative analysis method.On the basis of fully reading the Chinese primary school Chinese textbook and the Korean version of the primary school Mandarin textbook,through the review,collation and analysis of relevant literature,it provides a strong theoretical basis and technical support for the writing of this article.The full text has four chapters in total:The first chapter takes the content of the selected text as the starting point,and conducts a comparative study on the editing of the primary school Chinese textbook and the Korean version of the primary school Mandarin textbook,so as to sum up the commonality and difference between the two.On this basis,analyze and sort out Korean textbooks highlight the inspiration of the connected life concept to the teaching practice in the country.The second chapter begins with the introduction system,compares and analyzes the primary school primary school Chinese textbooks and the Korean version of the primary school Mandarin textbooks,and summarizes the commonalities and differences between the two.On this basis,the Korean textbooks are summarized.The enlightenment of the sensory induction concept to the teaching practice in the country.The third chapter focuses on the problem-solving system,analyzes and compares the primary school Chinese textbooks and the Korean-language primary school textbooks,and finds the commonality and difference between the two.On this basis,the paper summarizes the Korean textbooks.Pay attention to the enlightenment of the basic concept to the teaching practice in the country.The fourth chapter analyzes the necessity and feasibility of the combination of life philosophy,sensory induction concept and basic concept in Korean textbooks,and the cooperation exploration link,situational cultivation and demonstration and imitative links of Chinese primary school Chinese teaching..On the basis of sufficient theory,the concept of contact life is applied to the teaching practice of "Flower School" and "Spring,Summer,Autumn and Winter";the sensory induction concept is applied to the teaching practice of "Autumn Rain" and "Guilin Landscape";The emphasis on the basic concept will be applied to the teaching practice of "One Piece of Cheese" and "The Way of Nature".On the basis of summarizing the previous essays,the conclusion part of this paper seeks the lack and deficiency of research,and forecasts the future research directions and research topics.