A Comparative Study On The Primary Chinese Textbooks' Structure Of Chinese Mainland And Hong Kong

With development of the reform of education and curriculum all over the world, people have attached more importance to the reform of textbook both in the choice of textbook contents and also in the optimization of its structure, and the trend of the latter is more obvious.Base on teaching theory, curriculum theory, and psychology as well as other relevant theories, this paper analyzes the primary Chinese textbooks' structure of Chinese Mainland and Hong Kong, taking the primary Chinese textbooks published respectively by Beijing Normal University Publishing House and New Asia Publishing House as an example, by applying such methodology as literature search, comparative study, induction and deductive method in the hope of finding out their differences in order to provide lessons for setting up a kind of primary Chinese textbook's structure which is adapted to the development sequence of students' psychology and the ideas of the education and curriculum reform.The thesis is made up of five parts as follow; The first part is introduction; the second is the analytic frame of textbook structure; the third is comparison of Chinese textbooks' form structure in primary school between Chinese Mainland and Hong Kong; the fourth is comparison of Chinese textbooks' content structure in primary school between Chinese Mainland and Hong Kong; the last part is conclusions and suggestions."Introduction" depicts the background of the research, defines the conception of textbook structure and analyzes the research's value, further more; it also states the reasons of choosing these two editions primary Chinese textbook as researching objects and the logic of the research.The first part—the analysis frame of textbook structure can be divided intotwo parts, the form structure and the content structure, according to practicality, The form structure is composed of macro-form structure and micro-form structure, aiming to present varied appearance of textbook and focus on its formal factors and their relation. The macro-form structure is involved of the stage content arrangement, compiling framework, arrange mode and their relation, and the micro-form structure is included of the parts of the textbooks', presenting elements and their relation. On the contrary, the content structure refers to those actual uses of content, seriously selected and well organized for fulfilling their course goal, including characteristics of knowledge, ability, ideology and morality, and the relation among these three parts.The second and the third part analyze and compare primary Chinese textbooks between Chinese Mainland and Hong Kong taking these two edition Chinese textbooks as an example. And the second part mainly discusses the stage content arrangement, compiling system, arrange mode in macro-form structure, and the format, cover, introduction, text, parenthesis, illustration, practice and activities in the micro-form structure. The third part mostly pays attention to knowledge, ability, ideology and morality, and the relation among these three parts in content structure of these two edition primary Chinese textbooks.The fourth par——conclusions and suggestions, after the analysis and comparison of Chinese textbook structure of primary schools between Chinese Mainland and Hong Kong, the thesis draws a conclusion as follows. Chinese Mainland lays stress on synthesis, but Hong Kong put emphasis on particularity; Chinese Mainland on subject's function, but Hong Kong on student's mentality; Chinese Mainland on knowledge of reading and writing, but Hong Kong on balance of listening, speaking, reading and writing; Chinese Mainland on special ability of Chinese, but Hong Kong on the balance of special ability and common ability; Chinese Mainland on the whole education of ideology and morality, but Hong Kong on moral education. Based on above conclusions, the research presents further some proposals for improving Chinese textbook structure of primary schools as follows. Textbook structure should be kept consistent and harmonious with the development rule of students' psychology; the macro-form structure's synthesis and particularity should be both considered; we should stress both function and aesthetics in micro-form structure; various entity element should be all taken into consideration in synthesis in the content structure; the ability of listening, speaking, reading and writing should be mingled and arranged equally in structure of knowledge; the Chinese own ability and the common ability should be allocated synthetically in capacity structure; the education of ideology and morality in content structure should be interacted and developed wholly.