| The textbooks in the Republican period reappeared and got popular because of theirunique charm compared with the current Chinese textbooks. Mr. Ye was engaged incompiling textbooks for a life time, so his primary school Chinese textbooks inRepublic period provide special education research value. In terms of both quantityand quality, his textbooks can be typical examples to study Republic textbooks. Threesets of textbooks complied by Mr. Ye are the main research object of this paper: thefirst set is Kaiming Guoyu photocopies of1933version eight junior high school andprimary school and Kaiming Guoyu photocopies of1936version four senior highschool and primary school(following, the textbooks of junior high school and primaryschool eight and the textbooks of high school and primary school are all calledKaiming Guoyu); the second set is Puyi Guoyu photocopies of1942version two andof1943three, five (one is to be investigated); the third set is Children MandarinReading, Junior Mandarin Reading of1948version and Infant Mandarin Reading of1949version. This study aims to provide some references for the current Chinesetextbooks compilation based on the analysis of the textbook selections and theexploration of selections’ features.This study includes five parts: the first part summaries the origin and meaning ofthe selected topic as well as previous researches to prepared the path of this study. Thesecond part writes Mr. Ye’ s experiences related to primary Chinese textbookcompilation in Republic period from his personal experience point of view. We willlearn that Mr. Ye taught in primary school at first after graduation. Then he worked atrespectively in Commercial Press and Kaiming Bookstore for compilation. All theseexperiences laid the foundation for his primary Chinese textbook compilation. Thepart also introduces the writing background and basic style of the three sets of primaryChinese textbook complied by Mr. Ye. It describes the writing background of the threesets of primary Chinese textbook from the political, economic, cultural andeducational aspects and introduces briefly the basic style of each set Chinese textbookto give a general overview of the writing background and structure of the textbooks. The third part analyzes three sets of primary Chinese textbook selections complied byMr. Ye from every angle, including four aspects-----selection content, form, origin andcompilation. The analysis of the selections content mainly includes seven themes like“life and production”,“physical geography”etc. The analysis of the selection formmainly includes genre, pragmatics and language. The selections are mainly fromcreation and adaptation. Adaptation origin is analyzed mainly. The selectioncompilation mainly analyzes unit component mode of each set of textbooks. This partaims to introduce the textbook selections systematically. Based on the analysis of thethird part, the fourth analyzes the selection value and shortage in terms of features ofchildren centered, national concepts, science and norms emphasized, vocationaleducation valued presented in the selections on the effect of education trends,nationalist education trends, science education trends. The fifth part reviews thecurrent textbook selection based on the analysis of the three sets of primary Chinesetextbook research.The author makes a classification analysis of the theme and genre of Mr. Ye’sprimary Chinese textbook selections from a more reasonable classification. From amore comprehensive and detailed angle, the analysis of the form of selection contentis made. Combined with the background, this study makes a deep analysis of selectionmystery and provides some operational method guidance for the current textbookselections. |
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