| In July 2021,Chinese Proficiency Grading Standards for International Chinese Language Education had been officially published and implemented.Whether Korean native Chinese language textbooks are adjusted to the new standards,the new model,and the new system,and how to complete the alignment between the Standards and the Korean Ministry of Education’s Chinese Language Education Curriculum in the development of textbooks,are issues that need to be studied and solved.This paper utilizes the syllable list of the new standard as the outline,and the Korean comprehensive Chinese language textbooks "Chinese I" and "Chinese II" published by six publishers,namely Genius Education,Mirae N,Energy Efficiency,Contemporary Chinese Language,Jeongjin,and Dorawon,as the source of the data.We found that there are some phonological problems in the textbooks: the six sets of textbooks lack phonetic comparative analysis between the target language and the native language in terms of content.;the arrangement of teaching sounds,rhymes and tones lacks scientificity;the textbooks do not pay enough attention to the phenomenon of phonetic change,and there is no unified standard in the treatment of phonetic change,and the pronunciation is confusing;the design of phonetic practice questions is more in the input category than in the input.In the design of phonetic practice questions,the input type is larger than the output type;there is a lack of connection with the questions in the Korean college entrance examination.In view of the above problems,the author proposes that:Firstly,the textbook should involve a comparison of Chinese and Korean phonetics,and the layout and configuration of the textbook should be tailored to the learners’ phonetic difficulties.Secondly,in the preparation of phonological change phenomena,the textbook should include a section on analogy with the phonological change phenomena of the indigenous language;the instruction of phonological change phenomena should be combined with the teaching of speech flow;the summary of phonological change rules should be increased;the syllables of phonological change in the textbook should be labeled with a uniform standard;and the syllables of phonological change should be marked in the textbook.Thirdly,in the preparation of phonetic exercises,the design of the exercises should be associated with the type of questions in the college entrance examination,and the number of exercises similar to the type of questions in the college entrance examination should be increased,so as to take into account the improvement of test-taking ability while cultivating verbal communication ability;pay attention to the connection between classroom exercises and after-class exercises,and design derivative exercises of classroom oral exercises in the after-class exercises. |
