A Comparative Study Of The Elementary International Chinese Textbook New Practical Chinese Textbook And Developing Chinese

Teaching materials are an important bridge between teachers’ teaching and students’ learning.Phonology,vocabulary,grammar and writing are the four indispensable elements of language.Phonics is the material shell of language;vocabulary is the building block of language;grammar is the rules of language combination;and words are the system of written symbols that record language.Phonetics,vocabulary,grammar and writing are the most basic and important elements of learning a language.This article takes the main contents of international Chinese language learning as the research study corpus,the Chinese Language Proficiency Standards for International Chinese Language Education,which will be implemented from July2021,as the main reference basis,combines macro and micro research perspectives,and adopts documentary,comparative analysis and linguistic measurement research methods to compare and examine two sets of representative elementary international Chinese comprehensive textbooks,New Practical Chinese Textbooks(Books 1-2)and Developmental Chinese-Elementary Comprehensive I II in the four major areas of phonetics,Chinese characters,vocabulary and grammar.Through our research,we found that(1)The comparative analysis of the phonetic arrangement mainly examines the similarities and differences between the two in terms of the overall arrangement of phonetic knowledge and the specific situation of the two.We found that the phonological presentation of New Practical(Books 1-2)is more systematic,relevant and scientific.Further improvements are needed in the selection of phonics items,the highlighting of key phonics learning points and other details of the two textbooks.Accordingly,this thesis suggests that the selection of phonics items in international Chinese textbooks should keep pace with the times,adopt newer and more operational research results,highlight important and difficult points in phonics arrangement,and pay attention to details of arrangement.(2)The comparative analysis of the Chinese character layout focuses on the similarities and differences between the two textbooks in terms of the selection of characters and the layout of Chinese character knowledge.It is found that New Practical(Books 1-2)places more emphasis on the teaching of Chinese characters,with the teaching of Chinese characters continuing throughout the elementary stage;the trend towards weaker components and more emphasis on the teaching of radicals;and the more systematic organization based on character theory.However,the scientific nature of the selection of characters and the comprehensive and systematic nature of the arrangement of Chinese character knowledge in the two sets of textbooks deserve further discussion.Accordingly,this thesis suggests that the selection of characters should be scientifically controlled,that the arrangement of Chinese character knowledge should be comprehensive and systematic,and that the arrangement of Chinese characters should be well-detailed;that the arrangement of Chinese characters should be combined with modern technology;and that visual media should be used to enhance interest.(3)The comparative analysis of vocabulary arrangement focuses on the similarities and differences between the two sets of textbooks in terms of vocabulary quantity,vocabulary selection and vocabulary annotation.It is found that the vocabulary arrangement of the two sets of textbooks is worthy of further discussion in terms of the control of vocabulary quantity,vocabulary selection and vocabulary annotation.In view of the above problems,the following suggestions are made: to control the vocabulary volume scientifically and follow the principle of gradual progression;to link closely with the Grading Standards and reduce the proportion of superlatives;to adopt a multiple interpretation model and to pay attention to the details of vocabulary annotation.(4)A comparative analysis of the grammatical arrangement of the two sets of textbooks was conducted to examine the similarities and differences between the grammatical arrangement of the two sets of textbooks in terms of the number of grammatical items,the distribution of grades and the content of the selections.It is found that the number of grammatical items,the distribution of levels and the selection of content are worthy of further discussion.This thesis proposes the following recommendations: the number of grammatical items should be arranged in appropriate amounts,with particular emphasis on the number of grammatical items in the first textbook;the mutual coverage between the textbook and the Grading Standards should be improved;and the grammatical items should be arranged in a centralized manner to avoid the repetition of easy-to-learn grammatical items.By comparing two sets of typical international Chinese textbooks for different language contexts,this thesis finds thatThe comparison of two typical international Chinese language textbooks for different language contexts reveals that it is difficult to balance the generality and relevance of international Chinese language textbooks,especially the generic textbooks for domestic use.The solution to this problem needs to be explored by scholars in the field of international Chinese language textbooks.This study systematically compares and analyses authentic texts,with a view to incorporating the strengths of both textbooks in future textbook development and revision,while correcting and avoiding their weaknesses.