Evaluation On Primary Chinese Character Textbooks And Some Considerations On Textbook Designing

Being regarded as a learning tool for quite a long time, Chinese charactersteaching that acted as a vassal of other courses all along did not get the attention itdeserves. In recent years, the academic circles began to allocate their finite attentionto it, but obviously, it’s far from enough. Because of that, the Chinese characterteaching is still in limbo. The positioning of the Chinese characters teaching whichcompletely ignores the role of written communication that is regarded as a parallel tothe oral communication is not accurate. In general, the layout of teaching materialsare the very reflect of research or pedagogy of one period. The lack of attention toteaching research and practice will inevitablely lead to the bottlenecks of textbookdesigning, as well as the disqualification. However, the compilation of elementarytextbook of Chinese characteristics is the most important one of all the textbookcompilation of Chinese character. Because the Chinese learners, especially those whoare not from character culture circle and have never learned character before, will beinfluenced during their learning process if they have not practiced enough. Facedwith the facts above, we evaluate the primary Chinese character textbooks andanalysis its retrospective reason, then put forward some strategies, in the hope thatit will be favorable to the promotion of primary Chinese characters teaching andtextbook designing. The main contents include the following five chapters: The first chapter introduces the significance of the topic, the research profile ofthe Chinese characters teaching materials, and the theory and methods. In which,the research profile can be divided int two aspects: one is from the aspect of Chinesecharacters teaching materials; another from designing theory.The second chapter describes the relevant standards of teaching materials, andthe three textbooks we select, which include the following parts: the classificationand selection criteria of textbooks; the reason to choose those three elementarytextbook of Chinese character as well as the introduction of main content and thecriteria of textbook evaluation.The third chapter is the most important part of the thesis, which mainly evaluatesthe three primary textbooks from the perspective of both researchers and learners.The former is based on characteristics of teaching materials of their own; and thelatter is to make questionnaires first then we evaluate the textbooks with thequestionnaire data. At last, the dissertation classifies the evaluation results fromthose two aspects and concludes the win and loss of those three textbooks.The fourth chapter. Several suggestions will be proposed from the followingaspects: the target of textbooks; the language in textbooks and the number of wordsas well as their arrangements; the designing and layout of exercises; vocabularyreproduction rate for Chinese character memory.Chapter Five introduces some problems occurring during and before thedissertation writing and some strategies to solve them.