The Design Of Learning Activity In Chinese Textbook

Looking back at the history of the Chinese textbook revolution, what can be seen is that during the process of evolving from "material" to "teaching material", and to "learning material" at last, Chinese textbook has manifested more and more its learning function, therefore the formation of learning structure of Chinese textbook becomes inevitable. But at the same time, the stereotypical "text system" and the modular way of text presentation bring the reform of Chinese textbook face to face with difficulties. How to build a basic theoretical framework, and how to realize the learning values of textbook have become theoretical problems in the compilation of Chinese textbooks.As a kind of textbook with its general characteristics, Chinese textbook can directly reflect the course content on the one hand, and reflect the learning activities required by course design on the other. The uniqueness of the Chinese subject determines the function, the choice of content and structure of the Chinese textbook to be special. The main task of Chinese courses is to guide students in understanding and using the language of their motherland correctly in activities (or in listening, speaking, reading and writing activities, to be more specific). Therefore, the Chinese textbook should at least have the following functions:reference function (also known as curriculum or outline function), culture and information source function, and function of providing teaching examples and learning guidance. As an example of "teaching" and "learning", the "selected text" carries cultural information, and together with learning activities, which function as a guide to study, they make up an essential part of Chinese textbook.From the viewpoint of activity theory and learning theory, and combined with the basic functions of Chinese textbook and the basic characteristics of Chinese learning activities, the ideal form of learning activities in Chinese textbook should be a meaning construction system, with learners'voluntary speech practice as its aim, the participation in the living world of the learning community as its pulse, and the generation of ability as its process. Due to the dynamic nature of learning objectives, the complexity of learning situations and differences in the background of each learner, we cannot accurately foresee, organize and set specific contents and sequences of students'study in such a system, but we can enhance the development of students'study by getting hold of such variables as core knowledge, activities and processes so as to equip students with the ability to cope with changing and random speech situations and problems.Based on what have been mentioned above, the review of the history of Chinese textbook shows that over the last hundred years, there did exist designs of learning activities for students in the Chinese textbooks, but these activities focused more on the arrangement of teachers'teaching activities than on the design of students' learning activities. And moreover, these activities lacked the consciousness of providing students with learning texts and resources. Studies of foreign language textbooks give us an insight from which we can learn to analyze the selected objects. Textbooks of this type share a certain characteristic of focusing, from the strategy of compilation to its techniques, on how to help students to "learn". Using the techniques of compilation, foreign textbook compilers, in understanding knowledge, provide a kind of conceptual framework, which is needed by learners for their further understanding of the problem. Therefore, complex learning tasks are broken down beforehand in order to deepen the understanding of learners step by step. The case presented shows that encouragements, assistance and advice of all kinds can vary from simple tips to ample guides, according to a certain point of view; and from general instructions to specific ones by changing at different levels and being put in at different stages of the activity. By means of these, the degree of independence by which students are completing their learning tasks can be measured.Based on literature study, theoretical reflection, observation and comparison, and case analysis, the dissertation proposes several strategies for the design of Chinese textbooks, such as the design goal which is based on carrying out the learners'own activities and aims to developing their ability to practice speech, or the element, type and approach of design which include the process, strategies and evaluation procedures of learning activities. Reflecting the concept of "learning", these strategies show the multi-dialogue between students and the text, and are a shift in concept from the compilation of exercise activities in textbook to the design of learning activities. And the value of design lies on guiding teachers and students away from textbook-based teaching and learning and to the kind of teaching and learning that is based on activity design in the textbook.