Research On Knowledge Convergence Of Chinese Textbook From Junior To Senior High School

Textbook is the material carrier to achieve course objectives and reflect course content. The choice of teaching content, degree of difficulty and presentation are the core problem of textbook. In terms of language teaching material writing, teaching content should reflect the inherent logic of Chinese subject, develop and improve Chinese knowledge system. And reflect learning period of cohesion on the teaching content, mainly for the degree of knowledge difficulty. Junior and senior high school teaching is an organic link whole, but due to the different focus of each course objectives textbook knowledge gap phenomenon is particularly prominent.In this study, knowledge convergence of Chinese language teaching material from junior to senior high school for PEP curriculum standard textbook is the research center. This research adopts investigation method and comparison method. By this means, deep understanding to the senior grade one of the language teaching and learning in knowledge there are some problems. Disconnected in the high school language knowledge teaching and learning research is more, the research about knowledge in the textbook compiling cohesion is less. The perfection of Chinese textbook knowledge system is conducive to the further development of Chinese subject more harmonious and helps to enhanced the teaching effect and helps the all-round development of students’ literacy. Therefore, this research to prepare knowledge of cohesion on the high school language teaching material as the center, and will system combing the key points in the Chinese teaching material for PEP curriculum standard textbook for primary and high schools. This thesis is divided into four parts:The first part, Introduction describes the meaning, object, methods, and Related Concepts.The second part, The theoretical foundation of the knowledge convergence of Chinese language teaching material from junior to senior high school. The theory of this study mainly are Piaget’s theory of cognitive development stages,Ausubel’s Meaningful Learning Theory. Based on the theory, illustrate the significance of the theories under the background of new curriculum.The third part, Specimens of Chinese textbooks for primary and high knowledge class cohesion analysis of the situation. There are three aspects:Primary and high schools language teaching material knowledge present shapes and features; The Chinese teaching material status and curriculum standard requests; Lesson for specimens of Chinese textbooks for primary and high knowledge bridging status evaluation.The forth part, The tactics to propose the knowledge articulation of Chinese textbook from junior to senior high school. Mainly from three angles:Based on the essence of knowledge, improve the teaching material logic system; Starting from the present situation of knowledge, optimize the teaching material content knowledge; Starting from the need of teaching and learning of knowledge, improve the teaching material arrangement.