Research On Chinese Textbooks Of High School Published By Keys Press In Hong Kong

Chinese curriculum innovation influences the Chinese textbook compilation directly, and the Hong Kong Education Bureau published The New Academic Structure for Senior Secondary Education and Higher Education-Action Plan for Investing in the Future of Hong Kong in2005. It reported that all students will be given the opportunity to study three years of senior secondary education from September of2009. In this report, it hope that the senior high school education should provide a elastic, coherent and diversified curriculum to take care of the students who have different interests, needs and ability. According to the documents, some Hong Kong presses started a new round of textbook writing. Hong Kong Keys Press published a series of textbooks which called Chinese textbooks of High School Published by Keys Press in Hong Kong(compulsory part).This paper is based on some theories such as learning theory, theory of knowledge, Hong Kong documents (such as Chinese Language Curriculum and Assessment Guide (S4-S6)), and uses some methods such as documentary research method, theoretical method, the case study research method and quantitative research method to analyze the writing system and the content of this set of Chinese textbooks, and found that the set of textbooks reflected the course purpose; The content covers nine learning categories; it takes account of the students’ learning ability; it can arrange certain learning activities and let the student to obtain learning experience and promote Chinese learning ability; the students own assessments designed in the textbooks can highlight the importance of study; it focus on the differences between students ability; The structure of the organization is relatively reasonable; the processing of the content is appropriate. The set of textbooks also give us some useful references such as local feature of model essays, Chinese language knowledge link, practical writing and the difficulty level of exercises.This paper is divided into five parts.Chapter1introduces research background, research significance, research object, research methods and relevant literature review of this paper.Chapter2discusses the theoretical basis of textbooks of senior high school in Hong Kong. It bases on some theories and some Hong Kong documents. The theories include learning theory and theory of knowledge. Hong Kong documents include Chinese Language Curriculum and Assessment Guide (S4-S6), The suggestion of important Chinese language learning contents of Middle school and The High Quality Textbook Writing Principles.Chapter3discusses the writing system of high school Chinese textbook which include the writing system of the full set of textbooks and the structure arrangement of units. The conclusion is that the writing system should fit with the subject features; meet the needs with cognitive development of students; range the difficulty level step by step.Chapter4discusses the content of high school Chinese textbooks which include the model essay system, knowledge system, help reading system and practice system. The model essay system should be classical and modern; the genres and the subject matter style should be diversified; the model essays should be throughout the ages and have different nature. The features of the knowledge system include different types of knowledge; the arrangement of knowledge which through a point to an area. The features of help reading system are that the textbooks have a lot of materials, different material types and rich color. The exercises of practice system should be scientifically; the exercises should have difficulty levels, thinking enlightening and interest and so onChapter5analyzes the whole textbooks based on Chinese Language Curriculum and Assessment Guide (S4-S6) and raises some questions. It also provides some inspiration to write Chinese textbooks for Chinese inland textbooks writers.