Discussion On The Construction And Evaluation Of Chinese Teaching Materials For IB PYP Chinese Mother Tongue Curriculum

With the rapid development of IB International Diploma in China,it is necessary and urgent to study the construction of IB PYP Chinese Mother Tongue Curriculum for the localization of international education and the internationalization of domestic education.As the main carrier of the IB PYP curriculum,IB PYP Chinese mother tongue textbook is an important basis for teaching implementation,but it is too difficult to compile because of the lack of theoretical guidance and practical research,which has become a major challenge for IB schools and teachers.How should IB PYP mother tongue textbooks be compatible with Chinese language courses in primary schools? How can we balance the transdisciplinary teaching and the independence of Chinese subjects? What criteria can be used to evaluate this textbook? This paper aims to explore the construction strategies and evaluation criteria of IB PYP Chinese mother tongue textbooks by taking the second grade Chinese mother tongue textbooks of S school as an example,so as to provide some references for the independent development of school-based textbooks by IB PYP schools in China and the further development and construction of mother tongue textbooks by domestic primary schools which trying to combine with IB PYP curriculum.This thesis is divided into three chapters and introduction.In the introduction part,the background and purpose of the research are briefly described,and the research status of IB,PYP and its Chinese curriculum is systematically introduced.The research on the construction and evaluation of Chinese textbooks in China is also introduced,and the methods and significance of this study are put forward.Compatible with the possibility of Chinese curriculum in primary schools in China and the problems arising from the integration of the two,this paper points out that there are some problems in the construction of IB PYP Chinese Mother Tongue Curriculum and its textbooks,such as the unbalance between subject independence and interdisciplinary integration,and the imperfection of evaluation criteria.Chapter Two takes the construction of PYP Chinese mother tongue textbook at S school as an example to analyze the concept basis and principles of construction,and illustrates the five major aspects of the construction through specific cases,including the arrangement of basic knowledge,the integration of transdisciplinary themes,the interaction between teachers and students,the design of exercises system and diversified evaluation methods.The third chapter compares the students' standardized test results and questionnaires filled by teachers and students to check the effectiveness,stability,flexibility,interestingness and challenge of the PYP second-grade Chinese mother tongue textbook in S school,and puts forward the existing problems and suggestions for improvement.Finally,I reflect on the shortcomings of the study and look forward to the follow-up study.