A Comparative Study Of The Compilation Of Chinese Compulsory Textbooks In Senior High School Teachers' Edition

Textbook is the carrier of curriculum reform and class teaching, the compilation and the use of teaching materials affect directly teaching quality. Since the April of 2003, with the Ministry of Education promulgating the " ordinary high school curriculum program( experimental) " and the "ordinary high school Chinese curriculum standard(experimental) ", six sets of high school Chinese textbooks based on this standard have been examined and approved by the Ministry of Education.This paper analyses comparatively the high school Chinese textbook published by People’s Education Press(PEP) and Jiangsu Education Press(JEP) based on recent relative domestic research, from the perspective of teachers’ teaching and students’ learning, the two most important subjects in education. First, it analyzes the requirements of the status quo of Chinese curriculum reform and college entrance examination, and explains the background, theoretical basis and systematic structure of the two editions of textbooks.Both editions are the products of the new curriculum reform and follows its requirements. In the compilation, the JEP edition mainly highlights the spirits of humanity and has it in command of the topics in which different parts emphasize multidirectional interpretation on humanity subjects which reflects rich cultural essences. The PEP edition is still compiled according to the style, which focuses on the penetration of students’ stylistic awareness and deepen students understanding of stylistic characteristics in continuous strengthening the style, reflecting the feature of highlighting the style.Comparing the perspective of teacher’s teaching, and analyses mainly from the aspects of textbook capacity, class content arrangement, the use of the textbook Introductions, the supply of after-text resources and the instruction of students’ writing. By calculating specific contents and class arrangements capacity of two editions, both capacities of two editions are quite large to the exist classes of middle school students. So the teachers have a lot of deletion work to do in the actual use of the textbook.In the use of textbook, the introductions and the after-text supplementary resources should be used effectively by teachers. The introductons in the PEP edition are clearer and more specific in the analysis of unit content and instructions on teaching methods, while those in the JEP editon is focus more on decoding the cultural essence. The JEP edition are more detailed in after-text supplementary readings which helps teachers to guide students to develop a good sense of exploring and questioning, while the PEP edition is less detailed, which makes a big difference in the result of teachers’ teaching.The comparation of the perspective of students’ learning is done by a study based on analysing students’ cognitive and psychological condition on whether the textbooks are up-to-date, related to daily life and reducing students’ homework. While both editions are up-to-date, the JEP edition focuses more on diversity by adding pictures to the texts. Both editions deepens their content with students’ mental growth, especially the JEP edition which is finer and more open in concerning students’ mental health and leading their emotions. In terms of homework, while seemingly more open, the JEP edition increases students’ stress due to its uncertainty.In the comparative studies above, a great amount of first-hand teaching models are listed, providing the study with abundant case support.Finally, this paper concludes the features, advantages and disvantages of both editions, and accordingly proposes several suggestions on textbook compilation like additions and deletions in the textbooks and adjustment and highlighting of some contents.