Research On Chinese Image Elements In International Chinese Teaching Materials For Young Peopl

International Chinese language education aims to promote the language and culture of China and showcases the spiritual outlook of Chinese society through the content of textbooks.Work in this field requires both mastery of language skills and familiarity with cultural elements of Chinese characteristics.With the younger age of Chinese learners,teenagers have become one of the main groups studying Chinese overseas.Their understanding and cognition of China will have a significant impact on future Chinese learning,so it is particularly important to present a positive and good image of China to overseas teenagers.Based on this point,this article selected two sets of textbooks that are frequently used by overseas adolescent learners as the research objects-"Happy Chinese" and "Learn Chinese with Me".It conducted a comparative study of the Chinese image elements presented in these two sets of textbooks,analyzed the advantages and disadvantages of the two sets of textbooks in terms of content preparation,and put forward relevant suggestions in order to provide some references for the compilation of international Chinese textbooks for adolescents.The full text consists of five chapters,and the research content is as follows:The first chapter described the reasons for choosing this topic and the current research status of Chinese image in domestic and international Chinese language textbooks,defined the concept of Chinese image elements,and introduced the research object,relevant theories,and research methods of this article.The second chapter introduced the basic situation of the two sets of teaching materials,analyzed the style and arrangement of the two sets of teaching materials,divided each set of teaching materials into four parts: introduction,text,exercise,and culture,classified and quantified the data of Chinese image elements in each part of the two sets of teaching materials according to the "New Culture Project Table" and the actual situation of the teaching materials,providing data support for subsequent comparative analysis.The third Chapter based on the classification of the textbook style and the statistical results of the elements,a comparative analysis of the two sets of textbooks is conducted from the number,category,and distribution of Chinese image elements,and the cultural part of the two sets of textbooks is separately analyzed.The fourth chapter combined interviews with textbook users and referred to the advantages and disadvantages of two sets of textbooks on building a good image of China.It analyzed how international Chinese language textbooks for teenagers should build a good image of China.It mainly gived suggestions from three aspects: the selection principles of Chinese image elements,the compilation strategies for teenagers’ cognition,and the application of cross-cultural communication theory.The fifth chapter summarized the full text.Summarized the advantages and disadvantages of the image of China presented in the two sets of textbooks,pointed out the shortcomings of this article,and finally made prospects for future research related to this topic.