The Study Of The Changes Of Shanghai Junior High School Chinese Textbooks

I longitudinally compared the collection of the three sets of Junior high schooltextbooks used in Shanghai in nearly seven years, to study the change of the unit andthe text as the main research, and hope to know the changes and development pathof Chinese textbooks, discover the problems in the changes and after changes, andjudge the merits and demerits of the changes through the study of change of thethree sets of textbooks. Finally, make some suggestions of preparation and use forimprovement of the Junior high school textbook.The thesis consists of five parts. The first part discusses the basis of the writtentextbook from the spirit of Shanghai second curriculums and textbook reform, therequirement of the Shanghai primary and middle school Chinese curriculumstandards, and the editing idea these three parts. The second part makes a compareof two sets of the Shanghai Junior high school textbooks witch used in nearly sevenyears, counted the changes(delete and modify the texts),and make analysis andevaluation on the reasons for the changes and change effect. In the third part, Iintroduced the basic situation of the textbook used in Junior high school now. And Icompared it with the second sets of textbook. Based on the statistics of changes(including many changes of units and the texts), I due to reasons for changes from alot of reasons like the students psychology of accepting, the language learning rules,the psychological development and life of students, the suitable for the teaching oftext and so on. And evaluation of the effect, at the same time, I raise the problemsof the changes. In the forth part of the thesis, I focus on the existing problems ofthird sets of textbooks after change from unit and the text these two aspects. Thereare two types of problems, one caused by the change of the textbooks, like someunits’ position is wrong, and so on. The other caused by the inherent shortage of thetextbooks used now, like the unit lack of internal relations, and so on. When Isummarize the problem, I also make some specific suggestions.In the fifth chapter and conclusion, I arrive at a conclusion: overall, the changedtextbook is better than the previous one. But it is undeniable that the changed textbook also has some problems, like the matching of the unit and the text, theselected of text, the cut and the decrease of text, and so on. Otherwise, the changeof the textbooks itself also had lacking of stability, lacking of clear guidance anddirection of the problems. We should make up for the lack of textbooks, optimize theteaching methods, at the same time, optimize the textbook compilation systemconstruction, and make the textbook gradually mature in the relatively stable.