A Comparative Study Of Chinese Foreign Strait Typical Intermediate Materials

This paper focuses on comparative study of cross-strait comprehensive Chinese teaching as a foreign language, selected the representative teaching materials on both sides, Taiwan area "the new practical audio-visual language"(hereinafter referred to as the "Chinese") and mainland area "the development of Chinese intermediate Chinese"(hereinafter referred to as "Chinese").Comparative scope includes:overall framework and the unit structure of the teaching materials, the text, voice and words, grammatical items, practice and culture import, etc.Two sets of textbooks have the following common traits:in the teaching material on overall arrangements and structure frame, two teaching material comprehensive unit belong to the system of teaching material; In the text layout, two teaching material has a different genre of the text, the text topic distribution roughly the same; On the arrangement of the teaching grammar project, two teaching materials are arranged according to the text content grammar points; In, on the cultural import of the two materials are attaches great importance to the content of culture, cultural project is basically the same proportion.Differences of The two sets of textbooks are:on the framework, overall arrangement and structure of materials "mandarin" belong to subject teaching, textbook "Chinese" belongs to the text type, the unit number, pictures, etc. they have different arrangements; On the layout of the text, the Chinese text genre is given priority to practical writing and literature text without Ed,"Chinese" is given priority to with narrative, and nearly half the text belongs to the compilation of the literary works:Textbooks are now voice arranged, in the Chinese phonetic symbols, tongyong pinyin, hanyu pinyin plan three common annotations, the "Chinese" only use Chinese pinyin plan; Is the arrangement of the teaching material amount of new words, the Chinese did not reach the standard intermediate comprehensive teaching material required amount of new words, in an average distribution of each class, priority is still given to series b vocabulary, because differences remain on both sides, vocabulary super class vocabulary is present, use traditional Chinese characters teaching;"Chinese" raw distribution take the new vocabulary words increasing step-by-step method, the formation of words and the difficulty is accord with standard of outline, use simplified Chinese teaching, in terms of teaching, USES the "enumerated method"; On the arrangement of the teaching grammar project,"Chinese" language use media to explain grammar points, grammar lecture and exercises, the Chinese grammar project number, and independent rendering; On the practice arrangement less "Chinese" topic, attaches great importance to the students’ communicative skills training."Chinese" version is rich, type combine elements of practice and skills of practice; In, on the cultural import of the two sides there are cultural differences, and cultural projects presented differently.On both sides of Chinese as a foreign language teaching materials emerge endlessly, and significant progress has been made on the textbook, new methods appear constantly. Chinese as a foreign language teaching materials in Mainland, in general, is in various sorts, but many are repetitions of the same level, complementary material is less than needed; In terms of teaching contents, teaching materials lack of innovation, practicality is not strong, lack of cultural import of students of the relationship between mother tongue and Chinese less attention. Teaching Chinese as a foreign language of Taiwan, due to geographical restrictions, type less, the lack of professional Chinese textbooks, Chinese center for use "editing the teaching material", and more using a wide range of teaching Chinese as a foreign language only2or3department; In terms of teaching content, pay attention to is practical, give priority to with topic type the text more, attach importance to classroom practice.Two typical teaching materials are compared in this paper, and suggestions are put forward for the teaching material writng:the overall arrangements and structure framework of teaching materials, fully reflects the functional sex of the teaching material, unit number with class hour quantity, content with students grades, reasonable arrangement; Unit structure should reflect the comprehensive and integrity, have the basic elements of unit; Type in the text writing, topic of the text should attach great importance to the diversity of scenarios, the content should reflect authenticity and vitality, the text genre diversity development, reflect comprehensive text topic, to develop in the direction of three-dimensional, compilation of the text of the literary works, should consider the students’ level, choose suitable literature; In the choreography of the pronunciation of Chinese as a foreign language to Chinese pinyin scheme is given priority to, reflect the norms of language teaching; Textbook born words writing should pay attention to reasonable words quantity control, distributed in the text, on average, as far as possible, difficult to accord with the requirement of grade outline, teaching materials have different level word definitions take different forms; Teaching grammar writing must pay attention to the grammar project quantity control, grammatical structure layout accord with cognitive law "principle; Moderate amount for orchestration teaching material practice, practice, questions on the design of step-by-step, reflect the text knowledge, to use it; Material culture import to grasp the principle of gradual and modest, to grasp the cultural knowledge to keep pace with The Times, adhere to the principle of practicality.