The Longitudinal Comparison Of Chinese Knowledge

Since the middle of 20th century, the argument about Chinese knowledge's position is never ended. Chinese textbook, as vehicle of Chinese knowledge, play an important role. It is also the"barometer of change"for Chinese knowledge's position. By the same rule, it can be seen the change of Chinese knowledge's position and rationality of specific Chinese knowledge from Chinese textbook. So, it seems necessary to study Chinese knowledge in Chinese textbook. But now, our country is still lacking this kind of study in this field.This paper, is based on the theory of cognitive science, takes the PEP Chinese textbook published in 1979, 1990 and 2007 for example, classifies the knowledge of three textbooks , and compares and analyzes them, in order to clearly know the historical changes of Chinese knowledge in every aspect. Thereupon, it could be a useful lesson to the coming textbook'knowledge. Then, the paper summarizes the characteristics and changing trend of Chinese knowledge in three textbooks. At the same time, the paper analyzes the reasons of those changes from politic, educational theory and educational effect. Finally, the paper borrows the experience of language compiling in abroad, gives us some feasible advices.The author hopes that study could contribute to the development of textbooks.