A Comparative Study Of Chinese And American Junior Middle School Chinese Textbooks From The Perspective Of Reading Literacy

Reading literacy refers to the comprehensive performance of reading perception,reading comprehension,reading appreciation and reading expression in the process of reading written texts by using the existing reading experience.On the basis of predecessors' study,this paper has carried out original detailed and in-depth research.Among them,there are some new breakthroughs in the aspects of the perspective of research,such as the dimension of comparison,the systematic comparison of textbooks and the suggestion of the compilation and use of textbooks.This paper mainly uses research methods such as literature research method,comparative research method,content analysis method,and case analysis method.This thesis is divided into seven parts.Part?: Introduction.Firstly,introduce the origin of the research of this article;secondly,define the related concepts;again,summarize the research literature related to this study,including the study of reading literacy,the comparative study of Chinese and American Chinese textbooks,and the comparative study of Chinese and American Chinese textbooks from the perspective of reading literacy;finally clarify the research significance and research methods.Part?: The comparison of the programmatic document for compiling textbooks from the perspective of reading literacy.The comparative analysis draws the following conclusions: in terms of the curriculum concept,all take care of the needs of junior high school students for language learning,China pays more attention to the cultivation of Chinese literacy,and America emphasizes the improvement of social skills;in terms of reading standards,all pay attention to actively acquired reading ability,China pays more attention to the comprehensiveness of reading ability,and America emphasizes the pertinence of reading requirements.Part?: The comparison of the structure of teaching materials from the perspective of reading literacy.After comparative analysis,the following conclusions are drawn: in the arrangement mode,the unified edition is based on the curriculum standard,and the "theme-style" arrangement;the Chinese women edition takes the time as the main line,and the "block-style" arrangement.In terms of unit organization,the unified edition takes learning as the goal and "dual-line" organization;the Chinese women edition takes history as the core and "diversified" organization.Part?: The comparison of the reading aid system from the perspective of reading literacy.The comparative analysis draws the following conclusions: in the unit reading aids,the unit themes are suggested and the characteristics of literature are indicated;the unified edition has clearer reading goals and refined reading methods;the Chinese women edition pays more emphasis on the literary background and pays attention to reading perception.In the text-assisted reading,all supplements stylistic knowledge and cultivates literary literacy;the unified edition is based on reading needs,and the types are more diversified;the Chinese women edition focuses on the reading experience,and the assisted reading is more comprehensive.Part?: Comparison of textbook selection systems from the perspective of reading literacy.After comparative analysis,the following conclusions are drawn: in terms of the essay selection concept,both are student-oriented and permeate the training of basic reading ability;the unified edition is guided by the curriculum standard and focuses on cultivating language literacy;the Chinese women edition uses history as a clue to improve humanistic quality.In terms of the content of the selected essays,all emphasis the quality and beauty of the essays,and the selection of essays is diversified;the unified edition is more literary,focusing on the unity of instrumentality and humanity;the Chinese women edition is more historic,focusing on combine the literary and daily life.Part?: Comparison of textbook practice systems from the perspective of reading literacy.The following conclusions are drawn: in terms of the types of exercises,the complexity has both easy and difficult;the unified edition takes reading text as the basic point,and progressive set questions;the Chinese women edition takes reading experience as the entry point,divergent set questions.In terms of the practice orientation,the comprehensive abilities Chinese learning are all taken care of;the unified edition emphasizes the basic knowledge of Chinese and exercises the reading ability step by step;the Chinese women edition pays more attention to historical and literary knowledge and transfers to enhance the development of thinking.Part?: Suggestions for compiling and using of the unified edition textbooks from the perspective of reading literacy.On the compilation of textbooks: First,pay attention to cultural traditions and deepen perception of literature;secondly,focus on unit cohesion to promote the overall development of thinking;thirdly,add background introduction to assist in-depth understanding of the text;and finally,enrich the types of essays to meet the diverse needs of reading.On the use of textbook: First,explore the Chinese curriculum standards,and use the textbooks to make reading perception;second,flexibly coordinate the content of the textbooks to accumulate and increase reading comprehension;third,pay attention to the development of thinking quality to guide and assist reading Appreciation;finally,respect students' independent reading,and use questions to promote reading expression.