The Study Of The Cooperation Between “Boya Chinese Intermediate Ⅱ”, “Boya Chinese Listening And Speaking Intermediate Ⅱ” And “Boya Chinese Reading And Writing Intermediate Ⅱ”

At present,a large number of International Chinese textbooks have been published,among which the number of supporting textbooks is gradually increasing.This fully proves that the authors also begin to attach importance to the compatibility of textbooks.Therefore,it is of practical significance to investigate the coordination between published International Chinese textbooks and their supporting textbooks.To a certain extent,it can play a guiding role in the compilation of supporting textbooks.This paper takes “Boya Chinese Intermediate Ⅱ” and supportive teaching material,“Boya Chinese Listening and Speaking Intermediate Ⅱ”,“Boya Chinese Reading and Writing Intermediate Ⅱ”,as the research object,mainly investigates the cooperation between comprehensive teaching materials and supporting Listening and Speaking,Reading and Writing teaching materials.It counts the number,variety,and distribution of topics,the number,rank,distribution and recurrence of words,the number,level and repetition of grammar,the number,type and specific content of exercises.Through sorting out and analyzing these data,we can see the specific cooperation of the three textbooks.It should be noted that the coordination between the textbooks does not require the three textbooks to be completely consistent in these contents,but depends on whether the three textbooks cooperate in these contents,learn from each other’s strengths,and then improve the quality of the whole set of textbooks.It is found that in terms of topics and exercises,the three textbooks can basically cooperate and complement each other in terms of the types and distribution of topics,as well as the types and quantities of exercises,however,the Reading and Writing textbooks do not cooperate well with the other two textbooks in the content of exercises.In terms of vocabulary and grammar,comprehensive textbooks and Listening and Speaking textbooks are closely related to each other,while Reading and Writing textbooks are relatively independent and not strongly related to them.This is mainly reflected in the following aspects: There are more vocabulary and grammar reappearing in comprehensive textbooks and Listening and Speaking textbooks,but less vocabulary and grammar reappearing in comprehensive textbooks and Reading and Writing textbooks;The key vocabulary and grammar of comprehensive textbooks are mainly practiced in Listening and Speaking textbooks,while Reading and Writing textbooks bear very little practice.For these problems,the corresponding suggestions are also put forward for reference.The deficiencies of this study are as follows: firstly,it only starts from the textbook itself and fails to take into account the actual use of the textbook,teaching progress,curriculum arrangement,etc.The second is the lack of relevant numerical standards to measure and judge the degree of cooperation between teaching materials,such standards need further discussion and research.