A Study On The Design Of Learning Activities In Primary School Chinese Textbooks

Literary attainment of students, transformation of study methods, and cultivation of learning habits rely on a scientific practice system. The actual level of the practice system in Chinese textbooks directly determines the efficiency of the practice process.In this research, the practice system refers to learning activities of selected texts and its comprehensive practice. Learning activities in Chinese textbooks contain important contents of Chinese class. In addition, it is an important approach to realize the value of Chinese textbooks, promoting the transformation of Chinese textbooks from teaching-based to learning oriented texts. During this process, teachers and students should be introduced to use learning activities instead of boring teaching and learning based on Chinese textbooks. For this purpose, how to construct a theoretical framework for guaranteeing the design quality has become a key factor for researching the design of Chinese textbook learning activities.Based on interpretation of Chinese teaching standard and New Taxonomy of Educational Objectives of Room, this thesis constructed an analysis framework for research of elementary Chinese textbook learning activities by employing literature research, content analysis, individual case study, class observation and other research methodologies. This analysis framework consists of three elements which include knowledge element, cognitive element, and content element. Every element cover 4-6key analysis points. On the basis, the thesis used the framework to select 6 textbooks(editions of Shanghai Foreign Language Education Press) which cover semester 1 and semester 2 from Grade 3 to Grade 5 as samples. This thesis organized and analyzed learning activities in these textbooks, particularly the distribution characteristics of learning activities in selected texts and comprehensive practice.This research mainly concludes two major outcomes. First, elementary Chinese textbooks present the following distribution characteristics in terms of learning activities. For knowledge element, elementary Chinese textbooks focus on concept-based and factor based knowledge. With regard to cognitive element, the textbooks stress on understanding, application and memorizing. As to content element,the textbooks emphasize reading and ignore contents in other areas. In cross-over analysis of comprehensive elements, distribution of learning activities complies with their characteristics, such as memorizing fact-based knowledge, understandingconcept-based knowledge, and applying routine knowledge. Learning and writing of Chinese characters mainly stress on memorizing fact-based knowledge and applying routine knowledge. In addition, reading area focuses on understanding concept knowledge, memorizing fact-based knowledge and applying routine knowledge.Knowledge in textbooks of different grades vary slightly in distribution of knowledge element, cognitive element, and content element. Second, as to learning activities in comprehensive practice of elementary Chinese textbooks, factor-based knowledge takes up a larger ratio than concept-based knowledge in terms of knowledge element.Moreover, memorizing occupies the highest proportion in terms of cognitive element.Except knowledge differences of learning activities in different grades, other characteristics are similar to learning activities of selected texts.According to above research outcomes, the thesis came up with design strategies for learning activities of elementary Chinese textbooks and comprehensive practice by using literature analysis and class observation methodologies. Design strategies for learning activities of selected texts mainly span the following 5 aspects. First, we need to reasonably arrange knowledge distribution in various learning activities, paying much attention to design of learning activities about concept-based and routine knowledge. This could improve the ratio of metacognitive knowledge in learning activities. Second, elements schools are supposed to increase learning activities with high cognitive level, stress on quality design of analysis-oriented learning activities,improve the ratio of high-level evaluation and creation learning activities. Third,elementary schools should broaden distribution area of learning activities by increasing learning activities about learning and writing of Chinese characters, adding practice activities on basis of selected texts, and improve the ratio of comprehensive learning area. Fourth, learning activities of different grades should comply with the hierarchy feature. Higher grades should be mainly involved in learning of concept-based knowledge, routine knowledge, and metacognitive knowledge, which means we should increase learning activities on basis of analysis, evaluation and creation. As to content element, elementary schools can improve thinking level of students by reducing learning activities about learning and writing of Chinese characters, increase essay writing practice, and enhancing comprehensive learning.Fifth, we should highlight the overall and systematic natures of the learning activity designs. Design strategies for learning activities of comprehensive practice are similar to the first point and the fifth point of selected texts. Except the two points, the othercontents are as the following. First, learning activity design should stress on comprehensive nature, namely offering comprehensive practice for knowledge in every unit. Second, we need to design learning activities according to hierarchy of cognitive levels. Learning activities based on memorizing should be transformed to those emphasizing creations. Third, the content element must be closely related to the knowledge elements and cognitive element.This thesis carried out research about individual cases under the guidance of learning activity design strategies. On basis of unit and teaching objectives, the thesis randomly selected activities from selected texts and comprehensive practice of the semester 1 of Grade 4, so as to analyze their distribution characteristics as well as explore advantages and disadvantages of their distribution status. In addition, this thesis used learning activity design strategies to redesign learning activities of individual cases.