Comparative Study On The Content And Structure Of Eight Of Primary School Language Textbooks In China

As a teaching and learning tool for teachers and students, textbook is a carrier of educational knowledge. As a paper text, textbook is a spiritual product of materialization, whose quality directly affects the users’ satisfaction. The quality of textbook includes two parts:content quality and printing quality, in which the content quality is more significant. The content and structure of textbook reflects the quality of textbook, but restricts its function. Optimizing the textbook’s content and structure can improve textbook quality, integrate textbook functions, deepen the curriculum reform and provide a theoretical guidance and basis for reform. Primary school Chinese textbook has an important foundation role in the formation of students’ language literacy because of its located stage of particularity. In addition, it has important implications on the students’ development. The functioning of the primary school textbook has a great relationship with its content and structure. Therefore, combing the content and structure of primary language textbook, searching and analyzing the changes that have occurred with the development of history, have great significance to the layout and structural design of later language textbooks and also can improve students’language literacy, bring up talents of harmonious development.In this study, the national eight sets of primary language textbooks that are published by the People’s Education Press are used as the analysis text. Its content and structure elements will be used for statistical analysis, searching and analyzing the elements changes in the eight sets of primary school language textbooks with the development of history. According to statistical analysis and results of comparative research to find law, try to make a point of mite contribution to making recommendations for the arrangement of primary language textbooks’content and structure later. Look forward to improving students’language literacy.The full text is divided into four parts:Introduction; Part Ⅰ-analytical framework; Part Ⅱ-text analysis; Part Ⅲ-Conclusions and recommendations. The Introduction section of this dissertation explains the study origins, significances, meanwhile summarizes the scholars’related research, and defines the idea of theoretical study based on the summary of achievements and limitations of the existing research. Then it briefly introduces the object of this study, the thought and the method the research uses. The first part analyses the framework of domestic and foreign textbooks. The dissertation comes to study structure on the basis of the previous analytical framework’s advantages and limitations.The second part is text analysis section. In accordance with the framework, the study statistics and summarizes the elements, including Chinese knowledge, language skills and ideological and moral education. After presenting the result of study, the study makes use of text analysis and comparative study in order to find the vertical development and change of primary language textbooks.The third part is the conclusions and recommendations. According to the statistics and analysis,we obtain the following conclusions:(1) in the primary language textbooks, language knowledge teaching is the most important part:The Pinyin content is generally stable, only the order of individual phonetic changes; words content in the knowledge elements has always been the largest proportion; various types of reading and writing changes to the distinctive but eight sets of content consistent; the proportion of written and spoken communication are improved but still low;(2) as to capacity, with the development of history, there was a trend of enhancing reading and writing skills, ignoring the listening and speaking ability;(3) weakening the elements of the ideological and moral part, but the proportion of natural and noble things in the development of history is rising. For this, the study makes the following suggestions:the content and structure should pay attention to the overall consideration of various elements; in the knowledge elements we should continue to increase the writing and oral communication; arranging the various types of writing reasonably; continuing to raise the importance of imagine writing; listening, speaking, reading and writing should be valued; in ideological and moral elements parts, the elements of their own, the other people, the collective and society, the nature and lofty things aspect should be all-round developed.