A Comparative Analysis Of Elementary Chinese Teaching Materials In China And The U.S From The Perspective Of Communicative Approach

At present,the research on Chinese as a foreign language teaching materials is increasingly showing a diversified development trend,and all kinds of Chinese teaching materials emerge in endlessly.Especially under the guidance of different teaching methods,Chinese textbooks at home and abroad have their own characteristics and let a hundred flowers blossom.Among them,the demand for overseas Chinese textbooks is getting higher and higher,but at present,domestic general-purpose Chinese textbooks still occupy the mainstream position in the textbooks of Chinese as a foreign language.Although the domestic research results are relatively rich,there are still many problems that need to be continuously improved.Therefore,by selecting two representative primary Chinese textbooks of China and the United States,Experiencing Chinese and Integrated Chinese level 1,this paper takes the application and contrastive analysis of the principle of communicative approach in the two Chinese textbooks as the starting point.This paper discusses the differences in the compilation of communicative function items between the two sets of primary Chinese textbooks,analyzes their respective advantages and disadvantages,and finds out what they can learn from each other,in order to provide some valuable reference for promoting the compilation of primary Chinese textbooks.This paper mainly adopts the method of contrastive analysis and makes a comparative study of two primary comprehensive textbooks of Chinese as a foreign language between China and the United States with the support of communicative teaching method.This paper is divided into six parts.The introduction part describes the background of the topic,research purpose and significance,research status and research methods.The second part introduces the theory of communicative approach and its related concepts.Emphasis is placed on the characteristic principles of communicative approach.The third part makes a comparative analysis of the two textbooks based on the principle of communicative approach.Make a comparative analysis from seven aspects.The first is the design of communicative activities,the second is the choice of topics,the third is the selection of task-oriented functional items,and the fourth is the textbook’s grasp of the authenticity of the situation.Fifth,pay attention to the comprehensive and overall development of listening,speaking,reading and writing skills.Sixth,the differences in the selection of cultural knowledge.The seventh is the setting of communicative practice.The contents of the chapter interspersed and summarized the characteristics of the compilation of the two textbooks.The fourth part is based on the communicative method,combined with the discussion of experts and scholars on the principles of compiling Chinese as a foreign language textbooks,clarifies the compilation standards of communicative method textbooks,and analyzes where the achievements of communicative method theory are reflected in the two sets of Chinese textbook compiling contents,and points out the shortcomings.According to the general situation of the previous research,the fourth chapter puts forward some suggestions on how to improve the compilation of Chinese and American Chinese textbooks from the perspective of communicative approach.The conclusion part summarizes the paper.Draw the corresponding conclusions of the paper,at the same time,also point out the innovation of this article,reflect on the shortcomings.