The Foreign Literary Works Of Cantonese Version High School Chinese Textbook (compulsory) And Research On The Teaching

It has been more than90years when the foreign literary works came into theChinese textbooks of middle school. In addition, they play their own role all the time.Foreign literary works contained in the Chinese textbook of high school have richhuman connotation, it is good for students to improve their humanistic qualities.However, in the moment of high school Chinese teaching, foreign literary works donot get the attention they deserve.This paper regards the foreign literary works contained in the high schoolChinese teaching materials, which used in Canton area, as the object of study. It hassorted of the historical process of how the foreign literary works came into Chinesetextbooks of middle school, and affirmed the value of why the foreign literary worksselected into middle school Chinese teaching materials. By comparing with theforeign literary works in PEP high school Chinese textbooks, this paper has analyzedthe status of how the Cantonese version high school Chinese teaching materialsselect the literary works. Meanwhile, this paper has made a questionnaire for howthe foreign literary works selected as well as how the current teaching situation. Viaanalyzing the statistics of the questionnaire, it has summed up the insignificancesabout the foreign literary works selected, such as the small spatial and temporalscales of foreign literary selected, too much utility class style, the system of theforeign literary works’ arrangement is not reasonable enough and so on. In theaspect of teaching, teachers’ tactics in foreign literary works teaching put too muchemphasis on mode due to the outdated teaching concept, unclear understandingabout the value and the status of foreign literary works. The errors exists in teachers’interpretation about foreign literary works, the lack of students’ interest in reading,the limited reading time, the cultural differences on understanding and so on, all ofthese have resulted the less attention for foreign literary works. So, after the analysisof these insignificances, I try to make suggestions of my own, like expending thespatial and temporal scales of the selections for foreign literary works, reducing thenumber of utility class style works and better the system of the foreign literary works’ arrangement. However, in the aspect of teaching, teachers’ foreign literature literacyshould be improved, and teachers should pay more attention to the diversity ofteaching methods, the diversity of teaching contents, the multivariate interpretationabout works and the training of students’ reading interest about foreign works. Ihope that the Chinese educators in the area where using the Cantonese versiontextbooks pay more attention to this section of foreign literary works in Chineseteaching materials in order to play its role on Chinese teaching.