Study On The Language In Chinese Textbook Of Primary And Secondary Schools During The Cultural Revolution

The paper regards the teaching material language of primary and secondary school during the cultural revolution as the research object,bases on the objective description of the language facts.We use the quantitative research methods and the qualitative research methods,draw lessons from the theoretical achievements of many disciplines,such as the sdudy of teaching material language,social linguistics,corpus linguistics,try to further analyze,summarize and explain the language of Chinese Textbooks in the middle and primary schools during the period of the cultural revolution,on the basis of the quantitative understanding of the digital.The research of this paper has both theoretical value and certain application value.The theoretical value is to promote,enrich and improve the theory of teaching materials language study,Chinese teaching in primary and middle schools and Chinese education history in the present age.The application value is to provide guidance on the compilation of Chinese textbook for primary and secondary schools,Chinese teaching for primary and secondary schools and the corpus construction practice of teaching materials language.This thesis consists of eight chapters,respectively is the "Introduction","Compilation study of teaching materials","text study","sentence study","word study","Chinese characters study","study of language teaching and language ability","study of language usage features,functions and reasons",and "conclusion".There are three main points in the analysis of this paper.Firstly,there are six main aspects on the use characteristics of the Cultural Revolution teaching materials language:the elements arrangement was in chaos,species introduces of language knowledge are incomplete,language worship and language violence phenomenon Coexist in textbook,the color of political discourse of language is strong,the widespread use of heroic utterance sentences,the adult tendency of children's language is prominent.Secondly,there are two main use functions on the Cultural Revolution teaching materials language:knowledge education functionand ideological education function.Thirdly,there are three main use reasons for the Cultural Revolution teaching materials language:the nature of Chinese courses,the guiding ideology on the compilation of the teaching materials,the infiltration of social language.The innovation of this paper is that we used for comprehensive reference on the latest research theories of the textbook language,and then made some theoretical breakthroughs.The main theoretical breakthroughs lie in three aspects.The first is that we introduced the three dimensional ability goal theory on the new curriculum,tried to analyze three properties of teaching language such as ideology,instrumentality and scientificalness.The second is that we introduced the semantic prosody theory,wanted to analyze and interpret the semantic infection problem of words in textbooks language.The third is that we supplemented,enriched and developed the research content of the theory of textbook selection,the theory of textbook classification and the theory of the characteristics of the textbook language.For example,we put forward five principles of textbook selection(namely,"authoritative" principle,"popular aspect" principle,"initial year" principle,"maturity period" principle and "learning length period" principle),and concluded three types of primary and secondary school language textbooks in the cultural revolution period(namely,type of textbook name,type of textbook version and type of textbook use),Summed up the using characteristics of primary school Chinese textbooks language in Cultural Revolution period(the application of characteristic language such as common Chinese words in rural area,common words and phrases in rural area,quotations selected articles etc.).