Research On Textbook Practice Of Intermediate Comprehensive Course From The Perspective Of Post-methodology

In recent years,with the vigorous development of international Chinese language education,more and more attention has been paid to the research of teaching Chinese as a foreign language.As an inseparable part of the teaching materials,exercise questions have also attracted more and more attention from subject experts and frontline teachers.As the most important material for students to prepare before class,review after class,teachers prepare lessons before class,train during class,and test after class,practice questions need to be carried out in practice for their initial design and arrangement and effectiveness in use.Inspected.This article first briefly describes the main theoretical basis of this research,namely: the principles of compiling exercises for Chinese as a foreign language textbooks,the evaluation theory of Chinese as a foreign language textbooks,and the post-method theory.Based on theoretical support,the textbooks of "Development Chinese(Second Edition)Intermediate Comprehensive Course"(I),"Erya Chinese—Intermediate Comprehensive Course"(Part 1)and "Experience Chinese Intermediate Course 1" The content of the exercises and the usage of the exercises are compared and analyzed.In the comparative analysis of the content of the exercise questions,firstly,the standards of statistics and classification in the research of this article are standardized,and then the number and type of questions for the speech knowledge exercises and speech skills exercises are statistically analyzed,and then analyzed and summarized.Existing problems in the content of the three textbook exercises.In the investigation and analysis of the use of exercises,interviews were conducted with front-line teachers and learners,and the advantages and disadvantages of the three textbook exercises in terms of volume and question types and the existing use of the three textbook exercises were summarized and analyzed.The problem.Then calculate the degree of coordination between these three textbooks and the HSK(Level 3)test,and conduct a comparative analysis to put forward corresponding suggestions.Finally,based on the comparative analysis of the content of the exercises in the three textbooks,the feedback from teachers and learners,and the cooperation with HSK(Level 3),suggestions are mainly made on the compilation and use of exercises in the textbooks.Through the research,we have some understanding of the design and compilation of the exercises in the three textbooks.First of all,the three sets of textbooks all embody the principle of "intensive teaching and more practice",which can meet the overall needs of teachers’ teaching and students’ learning.However,there are some cases of too few or too many questions.Secondly,if the topic requirements to determine the types of questions,questions are relatively rich.But from the whole point of view,different questions can be combined into the same question type,which means that the real sense of the question type change has not been achieved.Therefore,in the future,in the design and compilation of teaching material exercises,we should focus on the development of new questions in the real sense.Third,from the perspective of the cooperation degree of exercises and the HSK examination questions,textbook exercises questions still need to further improve and the HSK examination questions of cooperation degree,makes the quality-oriented education and exam-oriented education effective cohesion,this not only achieved the purpose of consolidating knowledge,also effectively understand and familiar with the HSK examination form,kill two birds with one stone of it.These existing problems are in the future textbook compilation and design need to pay attention to.