A Comparative Study Of Australian Elementary Chinese Books’ Compilation Strategy

Comprehensive curriculum is the main course at the primary period of TCSL,and excellent comprehensive textbooks are usually related to the advanced teaching theory.However,compared to the junior and senior period,primary TCSL teaching has special side,which is limited to vocabulary and simple expressions,the primary learners rely on the textbooks too much,so the textbook of primary period have more advantages of reflecting the theory and development of TCSL.With the rapid development of international promotion of Chinese and TCSL,design and compilation of TCSL textbooks for overseas-oriented learners is getting more and more public attention.Overseas Chinese textbooks not only support the discipline construction of overseas Chinese teaching curriculum,but also undertakes some important tasks,such as guiding the process of teaching and instructing teachers.So researches on overseas Chinese Textbooks play the important role in solving adaptive problems and improve teaching and promotion effect in oversea teaching environment.Based on the Chinese textbook compilation theory and the theoretical basis for teaching,this paper take two primary textbooks of Australia high school-《Easy steps to Chinese》&《Step up》as the research object,take a comparative analysis about compilation of the two books.Based on textbooks compiling concept and principles,we choose three different aspects of books to find out compiling characteristics and strategies of overseas primary Chinese textbooks,which is text arrangement,vocabulary arrangement and exercises arrangement,by that we can provide more advice and reference about textbooks study、compilation and usage for Australia or other European countries the Chinese textbooks preparation and useThis paper has four main parts,chapter 1&2 is part 1:Chapter 1 introduces the research on the topic of reason,research materials,research significance and research methods;chapter 2 mainly focuses on study of domestic and international Chinese language teaching materials compiling theory and principles as well as the teaching material compilation of the main results,which lay theoretical foundation for this paper.Chapter3 mainly introduces Australian language environment(Chinese curriculum syllabus,K-10 syllabus),foreign language policy and the current use condition of Chinese textbooks,cause international Chinese promotion can’t do without considering national or regional cultural background,language policy and education environment.Chapter 4 focus on comparison and analyses of different compiling characteristic and principle of《Easy step to Chinese》、《Step up》.《Easy step to Chinese》take structure-based syllabus,function as complementary,insist on the balance of language knowledge and commutative skills,prefer to reconciling multiple teaching methods;《Step up》,take function-based syllabus,is typical task-based textbooks.Pursuing to cultivating students’ commutative skills and study interests is writer’s best target.On the basis of the different ideas and principles of compiling,two textbooks have many different characteristics in the text layout,arrangement of vocabulary and practice arrangements,which were showed in theChapter4、5、6.Above all,by multi-angle analysis and comparison of this two books,we can find that related to different compiling ideas and principles,there are the different characteristics of books design about text,vocabulary and practice,also there are personal and respective advantages and disadvantages.Based on some problems of this two books,we put forward some suggestions about compiling Chinese Comprehensive Textbooks for Australia or Europe elementary leaners:(1)strengthen the grammatical structure of primary Chinese textbook,balance comprehensive development of listening、speaking、reading and writing ability;(2)strengthen normative compilation,adjust difficulty of the content;(3)choose interesting and practical topics,combine conversational and narrative text together;(4)select specific teaching material I,combing character teaching and word teaching together;(5)pay attention to textbooks practice,focus on purpose and effect of book exercise.