Comparison Of The Practice System And Assistant System Of High School Text Book Between The Jiangsu Version And The Guangdong Version

Since the Chinese established as a separate division, the revolution of Chineseeducation is carrying on. Then, many different version of text books depend on thenew curriculum standard released at the end of20thcentury and the beginning of21stcentury, along with a new wave of curriculum revolution of basic education, andChinese, as the material carrier, become one of the core contents of this change. Afterseveral round of practice, as inevitable problems in the process of text bookreconstruction, we have to do the periodical summary and find the improvement ofthe problem that if the new version is scientific, adapt to new standard and adapt tothe cognitive law or not.This article depends on the comparation between the senior school Chineseassistance and practice system from Jiangsu province and Guangdong province underthe same period and curriculum standard. We use “The Theory of Dialogue” and“Cognitive Theory” to discuss about their interaction. The essences of “The Theory ofDialogue” lies in the readers(student) can truly understand the content by directdialogue with the text(or other works). That means the dialogue persists in the textperforming and reading process, and this dialogue include the dialogue betweenreaders and texts, readers and authors. And the editors’ idea also integrated in the textswhen they select the texts. So the dialogue also persists between the editors andauthors, the readers and editors. Consequently, here we advise from the followingseveral aspects:1, The use of cognitive theory in the selection of text books assistanceand practice system.2, The thought of designing the text assisance and practicesystem in3dimensions3, The openning of dialogue space of assistance and practicesystem.4, The totalization of the order of assistance and practice system5, The livesexpressions of assistance and practice system: the expressions should be moreintimate; more critical opinions; more listening and speaking practice; theinternational designation; pluralistic of members. We believe these really haveconstructive effect on the formation of senior school Chinese text books.The reseaching methods of this article are literature review, comparison, statisticsand case study. Espesially the case study, it is the main methods of this article, here we use microcosmic cases study to find out the breakthrough, innovation andproblems exits in the Chinese text books designation by comparing the two versions’assistance and practice systems of senior school, and we hope these can help to trulyrealize the point.