Chinese Hundred And Eighty Class Research

Textbooks of Chinese are a main carrier of Chinese course, and an important media for teaching and learning of Chinese. As the implementation of textbooks for middle and primary schools is authorized, the diversification of which has already become an inexorable trend. Meanwhile, how to evaluate textbooks becomes a popular topic in the field of curriculum development. This research aims at writing and offeringreference for the textbooks today through the study on a textbook--"国文百八课". Based on this, this research also looks into the content and standard that explores the teaching materials of Chinese.Textbooks are a kind of special culture phenomenon, who'se structures are generally of two layers: surface structure and deep structure. The surface structure deals with how a textbook shows the course content, and whether its style of writing accords with the students' cognitive development. The deep structure focuses on what, in an editor mind, should be the content of Chinese textbooks. That is, what kind of knowledge or what form of learning restrain from and stipulate people not to raise their Chinese accomplishment; what kind of Chinese textbooks are the ones essential for our education to accord with. The study and evaluation over textbooks is not merely a matter of the gentle quality of the selected materials and a tight knowledge system etc. More importance should be attached to analyzing its implicit deep structure, such notions as its Chinese view, course view and teaching view. With the sample "国文百八 课", compiled by two distinguished scholars, Xia Kaizhun and Ye Shentao, the research analyzes its surface and deep structure, and discusses such questions as how to perfect the compiling, what are the content and standard in evaluating a Chinese textbook.This research shows that the selected sample textbook has clear compiling notion and definite characteristics. Its efforts in the scientific aspect are even enlightening up till now. The desirable points are verified. First of all, on behalf of Chinese, the design emphasizes the unique aim of Chinese course, while desalinizing the goal of ideological education. Secondly, on its structure style, it regards " 文 章学 " as the knowledge system, which explains the profound knowledge in simple terms and ability training aims to be precise and practical.Thirdly, on the knowledge view, it regards knowledge as the foundation that our ability forms. This breaks the close system made up of static knowledge, but to focus on allowing students to understand and use knowledge. However, it has its weak points. One is that " 例子观" neglects the forming of humane accomplishment. Instead, it overly emphasizes discipline standard, leading the lack of students' emotional experience.The research still regards " 国文百八课" as the case to probe into the standard and content of Chinese textbooks. There are mainly four respects to define the evaluating dimensions: Firstly, the dimension of textbook view of Chinese, namely, the editor' s understanding towards the functions of the textbooks. It should put textbooks at a status of a communicator ". Also it should be open-ended, and lay multiple channels for students' inquiry learning or their talk with knowledge. Secondly, the dimension of scientific process, in other words, the compiling of textbooks in accordance with the students' cognitive level and their development. Third, the dimension of Chinese knowledge view, namely, how a textbook chooses and presents knowledge, or whether it has revealed to students the process and ways of acquiring knowledge. Textbooks ought to be context-based, making it possible for students to construct knowledge from experience aggressively. And integrate ability training and emotion experiencing. Fourth, the dimension of Chinese teaching view, which touches on what conditions the design of textbooks bring for the teaching and learning.