| Since the 80s of the 20th century, there has been different levels of discussion on language education. Since the community diverse voices of language education, it started in-depth thinking and extensive research. In order to adapt to the new era of political, economic, science and technology education in the rapid development of the new requirements, Chinese curriculum reform in September 2004 in some of the provinces and municipalities to promote, and in 2007 rolled out nationwide in the fall, followed by a broad reform of language teaching materials. Unlike in the past is that this textbook reform broke the previous People's Education Press the "PEP" textbook "unified" scenario, there Jiangsu Education Publishing House's "of Jiangsu", Chinese Journal of " language version ", Shandong People's Publishing House of" Shandong Edition "and Guangdong Education Publishing House," Guangdong Education Edition "and many other versions of teaching materials, presenting the" flowering"situation.In order for teachers to better manage materials, enrich language teaching research, the paper selected People's Education Press, Jiangsu Education Press and language published in three editions of "high school curriculum standard textbook language (compulsory)" for the study object, try to write from the concept of language teaching materials, the overall framework, scheduling system and other aspects of the three editions of a comparative study of it. The first chapter is the preparation of three editions of language teaching materials to compare ideas, although the three editions of language take the "standards of high school language curriculum (experimental)" as the basic idea, but by subtle differences in the preparation of concept analysis and comparison of language teaching materials guide thoughts on the preparation of teaching materials. The second chapter is by comparison of the overall framework of teaching materials, content and structure analysis of it to identify the most suitable for students learning the language of the group element method. Chapter 3 is the third version of the language textbook editing system comparison, from the knowledge system, select the text systems, student systems and exercise systems carry out four comparative analysis to try to find a scientific and effective system to promote language teaching patterns. The last chapter, the paper tries the three comparative study of Chinese teaching materials to make a basic evaluation, and for the three editions of the features and differences in language teaching materials for language teachers to give them suggestion that the material can be used in the actual teaching more scientificly and effectively of student learning through different materials, and students'language literacy can be comprehensively improved. |
