A Comparative Study On The Writing Of Native Language Textbooks In Chinese And American High Schools-Take The High School "Chinese" And "American Language" As Examples

Writing is a unique way for human beings to express and express ideas based on written language,and it is also a dynamic and creative activity.With the continuous reform of education and the use of foreign language textbooks for reference,the writing content of Chinese textbooks has also undergone tremendous changes.In the second half of 2020,a large-scale use of high school Chinese textbooks for high school will be used across the country.The textbooks are designed to improve the core literacy of students(language construction and application,thinking development and improvement,aesthetic appreciation and creation,cultural inheritance and understanding),and The compilation of the writing part of the textbook is a key factor affecting students' writing level.The thesis is based on the compilation of the writing part of the textbook.It takes the Chinese version of "American Language" and the part-edited high school "Chinese" textbook as the research object,and compares and analyzes the writing part of the two textbooks.Have practical teaching methods and experience.The thesis will expand from four aspects.The first part analyzes and compares the writing content requirements in the Chinese and American primary and middle school Chinese curriculum standards.It is concluded that the language curriculum standards of the two countries are based on different writing basis,and the American language curriculum standards are based on writing.As a basis,the Chinese language course standard is based on the core literacy of Chinese.Secondly,the curriculum standards of the two languages are the same in the purpose of writing,and both writing are for the purpose of communication and communication.The second part compares the writing concept and writing content arrangement structure of the two textbooks.In terms of writing philosophy,"American Language" focuses on reader awareness,which runs through the entire process of writing;the part-edited high school "Chinese" focuses on subjective emotions,and students express their own emotions and values in writing.In the textbook layout structure,the differences in the layout of the textbook writing content are analyzed from the macro and micro perspectives.The writing layout of "American Language" is divided according to the era from the macro perspective.It is highly specific and combines reading and writing at the micro level.One lesson is practiced.The part-edited high school "Chinese" is divided by themes on a macro level,with strong coordination,and on the micro level,it is a resume writing task group and topic writing.The third part is a comparative analysis of the writing knowledge content and writing guidance in the textbooks.In the writing knowledge content,the educational psychologist Anderson's representation form of knowledge is used to analyze the writing knowledge content of the two textbooks,and the conclusion is The writing content of "Chinese" has a lot of procedural knowledge,and the part-edited high school"Chinese" emphasizes the balance between declarative knowledge and procedural knowledge.In addition,the stylistics in the two textbooks are analyzed."American Language" pays more attention to writing for the purpose of communication.Therefore,writing stylistic knowledge is mainly divided into three parts: "for explanation","for persuasion",and "for conveying experience" ",the style of the high school "Chinese" of the part-edited version is mainly based on argumentative essays.Based on the analysis and comparison of the instruction content after the writing content based on the textbook,it is concluded that "American Language" pays attention to scaffolding teaching in writing instruction,and is closely related to reading and writing;the part-edited high school "Chinese" textbook pays attention to inspiration in writing instruction Style,but the connection between reading and writing is not close enough.The last part is the enlightenment from the comparison between the two textbooks and the writing part.In the first section,from the comparison of the curriculum standards of the two countries,we will enlighten us to increase the reader awareness in the compilation of the curriculum standards,and fully consider the students' writing motivation and communication context.The reader awareness in the mobilization of students' interest in writing.The second section is based on the comparison of the writing and editing structure and writing knowledge content of the two countries.It can be enlightened that we insist on training students' writing ability with writing task groups.In addition to considering the diversity of writing tasks,we should also fully consider the continuity of writing task settings..Secondly,we must also focus on cultivating students' critical thinking and giving students full freedom of expression.According to the comparison of the guidance methods of the two textbooks,the third section enlightens us to optimize the evaluation system and guidance methods.Refine the evaluation indicators in the evaluation method,use the advantages of the Internet to encourage students to publish their own articles on different platforms,and also encourage students to create themselves;secondly,the teaching materials can provide a clearer writing scaffold in the way of guidance,and the scaffold can be used throughout During the whole writing process,including before,during and after writing,give sufficient hints to let students have more ideas and methods in writing.The comparison is not to distinguish the pros and cons,but to broaden the horizon.Seeing the quality of other people's textbooks up close can provide us with a more comprehensive way of teaching,enrich and deepen our understanding of the new curriculum reform,and cultivate excellent students.We still have to base ourselves on "Chinese characteristics" and innovate and enrich our experience in inheritance.Only by localizing these advanced teaching materials and experiences can we better serve our education and teaching.Even though the author's research efforts and depth are limited,the academic treasures of new textbooks are very rich,so the author writes this article hoping to provide a different perspective for textbook writers and textbook users,and promote the understanding of textbooks.