A Comparative Study On Junior Middle School Chinese Textbook Structure Of The Mainland China And Taiwan

The textbook reform and construction is the centerpieces which have attracted much attention in the course of the curriculum reform of the basic education in the world. Because Chinese textbook is not only the embodiment of course objective and content, but also the main clue of teachers and students to carry out teaching activities, the importance is self-evident. And how to scientifically, reasonably selecting the proper teaching content and elements of the content of textbooks are reasonable combination and arrangement, is always the Chinese textbook researchers concern.Since the new century coming, the Mainland China and Taiwan has both taken the basic education reform which is the core of the education reform. Taiwan and the Mainland China have the same ancestry, language and culture, thus there are lots of the same in the selection and arrangement of the Chinese textbook. However, there are some differences in the selection and arrangement of the Chinese textbook because of different political and economic systems, cultural ideology, and value orientation. This study tries to seek the similarities and differences between the junior middle school Chinese textbook’s structures in these two regions, and provide reference for the junior middle school Chinese textbook’s structure system which is to adapt with the students’ psychological development, and the idea of education and curriculum reform.This study use the comparative literature research method, research method, content analysis, statistics and induction, and combine the relevant theory of curriculum theory, teaching theory, and psychology etc. This paper analyzes the junior middle school Chinese textbook’s structure in Mainland China and Taiwan, taking the junior middle Chinese textbooks(the grade1-3) published by the Hanlin press in Taiwan and the junior middle Chinese textbooks (the grade7-9)published by the People’s Education Press as an example. To take a comparative analysis about the form structure and content structure of the two versions of Chinese textbooks by According to Prof. Fu Jianming’s textbook analysis framework.The paper is made up of five parts. Firstly, the introduction part is explain the research origin and the reason why choose the two versions of the junior middle school Chinese textbook as a research subject rationale, and described the basic ideas and steps of this study. Secondly is the literature review and the states of current research, the literature review mainly about the Chinese textbooks and textbook’s structure and sort out the Chinese textbooks’research states. Thirdly and fourthly are taking the two versions of the junior middle school Chinese textbooks for example, to analyze and compare the Mainland China and Taiwan junior middle school Chinese textbooks with the formal structure and content structure. The formal structure refers to the performance of multiple forms of textbooks’manifestation, which is concerned with the formal elements and relations, and which is contained the macro-structure and micro-structure. The macro-structure consists of teaching content arrangement, stage of compilation system and the layout and other factors as well as the relationship between them. The micro-structure is composed of the relationship between the form, layout and design elements as well as the relationships between them, the microscopic structure around the teaching materials Folio, front and back covers, Guidance, text, parenthetically, illustrations and exercises and activities expand. The content structure is the junior middle school Chinese textbooks selected and organizations to achieve the course objectives and student development, language knowledge, language ability, ideology and morality among their own characteristics and relationships.After the analysis and comparison of Chinese textbook structure of junior middle school textbook structure between Mainland China and Taiwan, the thesis draws a conclusion as follows. Mainland China lays stress on synthesis, but Taiwan put emphasis on particularity; Mainland China on subject’s function, but Taiwan on student’s mentality; Mainland China on knowledge of reading and writing, but Taiwan on balance of listening, speaking, reading and writing; Mainland China on special ability of Chinese, but Taiwan on the balance of special ability and common ability; Mainland China on the whole education of ideology and morality, but Taiwan on moral education. Based on above conclusions, the research presents further some proposals for improve Chinese textbook structure of junior middle schools as follows. Textbook structure should be kept consistent and harmonious with the development rule of students’psychology; the macro-form structure’s synthesis and particularity should be both considered; we should stress both function and aesthetics in micro-form structure; various entity element should be all taken into consideration in synthesis in the content structure; the ability of listening,speaking, reading and writing should be mingled and arranged equally in structure of knowledge; the Chinese own ability and the common ability should be allocated synthetically in capacity structure; the education of ideology and morality in content structure should be interacted and developed wholly.