Vietnam University Advanced Chinese Reading Materials For Comparative Analysis《Advanced Chinese Reading Materials》,《Modern Chinese Reading》 And 《Developing Chinese: Advanced Chinese Reading》

The popularity of the Chinese language in Vietnamese schools is increasinggreatly, the preparation of Chinese teaching materials is getting more and moreattentions of teachers and student. Chinese reading materials is indispensable in theteaching process.To write a good reading materials is one of the means to helplearners to learn Chinese.The fact that Vietnamese colleges and universities use theChinese reading materials analysis of great significance.The paper investigates how Vietnamese colleges and universities use the fivesenior Chinese reading materials and select a representative "Advanced ChineseReading Materials’,"Modern Chinese Reading " and "Developing Chinese: AdvancedChinese Reading’ these are three advanced textbooks, also three objects of study forthis paper. China published1of them, and the rest were published in Vietnam. In thisthesis, the teaching material structure, text selection and exercises are3designedaspects which were analyzed to find out the character and individuality of the variousmaterials, pointing out that the Vietnamese University Advanced Chinese readingmaterial to write the note, and put forward the views of some reference.“Modern Chinese Reading and the Development of Chinese: AdvancedChinese Reading Materials" to write in the textbook structure arrangements are veryconsistent,“Chinese reading” structure is not clear, there is no integrity.Three kindsof materials in terms of text selection has its own characteristics.“Advanced ChineseReading and the Development of Chinese: Advanced Chinese Reading” theme–basedcultural class, as the main body of the narrative and expository. Modern ChineseReading–based lifestyle themes and narrative genre. Text themes in the advancedstage of life, culture as the main genre of the text is an narrative description of thetext-based. Regarding the practice exercises after the readings, the number of questions and their arrangement in the two books “Developing Chinese: AdvancedChinese Reading and Modern Chinese Reading are good.However, thecomprehension questions after the readings in “Advanced Chinese Reading” arelimited. Regarding the ways of designing the comprehension questions in “AdvancedChinese Reading” and “Modern Chinese Reading” tends to be objective–oriented,but in “Developing Chinese: Advanced Chinese Reading”, it is subjective-oriented.In contrast, the textbook written in Vietnamese should continue to improve, furtherresearch is needed to identify the personality of the textbook. This thesis is presentedin the comparison between textbook written in Vietnamese universities, based onChinese thinking, which expect to get the writers concern...