Critical Linguistics Study Of Junior Middle School Chinese Textbooks Based On The Concept Structure Analysis

This paper is a critical linguistics study of junior middle school Chinese textbook based on the concept structure analysis.Native language education is one of the most important tasks of applied linguistics research, and Chinese textbook is the most important medium of native language education. However, the study on Chinese textbook in our country is still at the experience level largely at present, even the study at the academic level is also carried out in the education framework, rarely causing attention of linguistics.Chinese textbook is a kind of human speech behavior, "any analysis of speech behavior should start from the nature of this behavior" (Hu Fanzhu). In order to effectively realize the essence of Chinese textbook, we must understand the nature of the "language". Traditional Chinese education theory has focused on the nature of Chinese, and the unity of "instrumental" and "humanism" is the most popular. So how do we correctly understand the nature of the language/native language? How to correctly understand the behavior nature of Chinese education, namely the native language education? Is the native language education just the teaching activity of a subject? Even just a teaching activity of language knowledge? If not, how do we reconstruct the native language education?We believe that language is not only the most basic human communication tool, but also the basic ways of realizing the world, and Chinese textbook is not only the samples of language and cultural knowledge, "not just the transmission system of ’facts’, but also the result of economy, politics, cultural activities, struggle and compromise" (Apple et al); the types of knowledge, the cognitive level and ideology provided by Chinese textbook are the shaping plan for the people in the future society, and is "a prediction of the future" (Apple et al).As a result, we have to think about such questions:besides obtaining the Chinese language knowledge and language ability,-What kind of knowledge does the Chinese textbook provide for the learners, is the knowledge type balanced? Whether there is any missing?-What kind of cognitive level does the Chinese textbook provide for the learners, and does the cognitive level contribute to the developing of independent thinking?-What kind of ideology does the Chinese textbook provide for the learners, and is the ideology consistent with the development of modern society?-On the basis of analyzing the above problems effectively, can we put forward a new set of writing suggestions and rules for Chinese textbook?As a result, this paper selects four versions of the junior middle school Chinese textbook in mainland China, Hong Kong and Taiwan, takes all the nouns in the textbook as the object of comparative analysis, comprehensively uses the concept structure theory, critical linguistics theory, speech behavior theory, textbook political theory and presupposition theory, discusses the types of knowledge, cognitive level, ideology and other aspects of the above four versions of Chinese textbook, and studies whether the Chinese textbook is in line with the behavior nature of Chinese textbook, and puts forward our criticisms and suggestions of writing principles of Chinese textbook.This paper is divided into seven chapters, and the main content is as follows:Chapter one reviews the present situation and problems of the research on Chinese textbook, introduces the research idea, and explains the problems in Chinese textbook research that has not been discussed yet.Chapter two discusses the behavior nature of Chinese textbook. It discusses that the essential characteristics of Chinese is the human existence, thus the behavior essence of the Chinese education is the education of human existence, the education of human being, so it is necessary for the Chinese education to let students know the possibilities of the language itself to show the possibilities of social life. Therefore, as the carrier and main way of conveying the behavior essence of Chinese education, the behavior nature and nature function of Chinese textbook must provide the possibilities of the language itself to show the possibilities of social life. And it also introduces the analytic target-the reason of selecting four versions of junior middle school Chinese textbook and the general picture of its all nouns.The third to fifth chapters analyze the types of knowledge, cognitive level and ideology of Chinese textbook, taking all the nouns in four versions of the junior middle school Chinese textbook as the object.Among them, chapter three is the analysis about knowledge types of Chinese textbook. Based on the assumption of "current university subject classification is reasonable and effective" and "native language not only consists the necessity of learning all knowledge of human, but also explores the possibility of learning all knowledge of human", through comparing the concept and concept structure which are reflected by nouns of Chinese textbook with existing discipline in university, it struggles to describe objectively knowledge types structure of junior middle school Chinese textbook. And analyzing and comparing the knowledge types of various Chinese textbook versions, it concludes that all four versions of junior middle school Chinese textbook have relatively complete and large types of knowledge framework. But it can be found that there still exists imbalance and the lack of types of knowledge between concepts.Chapter four is the analysis about cognitive level of Chinese textbook. It can be studied from various angles. This paper mainly discusses "cognitive intensify function", "deep thinking function" and "multiple thinking view function". Through analysis and comparison, it holds the opinion that the above three aspects in the four versions of junior middle school Chinese textbook weaken. And it draws the conclusion that it is due to the biggest drawback of writing the junior middle school Chinese textbook-the character presupposition error.Chapter five is the analysis of Chinese textbook ideology. Based on reviewing the current situation and existing problems of textbook ideology research, points out that the nouns that can reflect the ideology of Chinese textbook are the ones related to the people. So through the analysis of hidden ideology of the people nouns in the four versions of the junior middle school Chinese textbook, it reveals the problems of "simple ideology" and "rigid ideology" which exist in Chinese textbook.Chapter six is the analysis about the writing rules. Combining the conclusions of all nouns in four versions of junior middle school Chinese textbook, this paper puts forward the writing suggestions for these four versions of Chinese textbook. On this basis, it puts forward the "constitutive rules" and "strategic rules" of "Chinese textbook written speech acts".Chapter seven is the conclusion, summarizing the main content, ideas, innovations and deficiencies of the whole paper as well as the follow-up research prospect.Overall, we hope that this paper research can provide a new perspective for the analysis of the Chinese textbook, offer practical advice for Chinese textbook writing, and make our own effort for the Chinese textbook analysis from the perspective of linguistics.