| Chinese knowledge is not only the elementary content of curriculum objectives, but also is the vital factor of objectives' accomplishment. Hence, Chinese knowledge is signality to Chinese curriculum. However, the state of Chinese knowledge in our curriculum is not satisfactory, such as narrow-mindedness of knowledge connotation, lack of the knowledge content, disorder of knowledge system. These problems also reflect in Chinese textbook. Pupils use Chinese textbook to learn, so it has an immediate effort on student's learning. As a consequence, it's necessary to build an effective knowledge system for Chinese textbook. It's the main motive of research to the knowledge of primary English textbook published by Macmillan/Mac-Hill Company in America.Analysis includes three aspects: knowledge of grammar, knowledge of comprehension and knowledge of writing. And every aspect is divided into content, structural arrangement, teaching and feature analysis. Based on the study, the author makes four conclusions. Firstly, procedural knowledge plays the important role; secondly, knowledge's arrangement is supported by the theory achievement of related subject; thirdly, knowledge system is spire and integration; fourthly, teaching of knowledge is student-oriented. Based on these, the author offers four suggestions relatively. Firstly, build a harmonious relationship among declarative knowledge and procedural knowledge; secondly, achievements in correlative subjects should be used to support construction of Chinese knowledge system; thirdly, the Chinese knowledge system should be systemic,restrained and ordered; fourthly, teaching of knowledge should be student-oriented.The author applied method of documentary reference, comparison, case study and statistical method to gather data and arguments, and sets the research on the background of advanced theory. By other's success, wise men correct their own. It's hoped this experience can provide inspirations to construction of Chinese textbook. |
