A Comparative Study About The Textbooks’ Value Orientation Of Pep High School Chinese Books

In today’s rapidly changing society, the competition between countries is knowledge. The level of education is an important basis that measuring the country’s soft power. The problem of Chinese development and changing is always a focus in the education development process. With the new curriculum reform, the changing of Chinese subject is essential.Chinese textbooks are important material of Chinese education; it contacts the Chinese teachers’ teaching and the students’ learning. The Chinese textbook quality directly affects the development of Chinese education, and the Chinese textbooks’ value will subtly influent the formatting and development of students’ value orientation. The high school stage is an important stage of students’ growth; it also the critical period that the students’ world outlook, life outlook and values formatting. Therefore, the study of high school Chinese textbooks’ value has great significance.The high school Chinese new curriculum standards made in 2003 proposed the unity of tool and humanity and it is the basic feature of Chinese courses. Under the guidance of the new curriculum standards, many versions of Chinese textbooks begin to recompilation and validation. Then the controversy about the texts of Chinese followed. What kind of articles are selected into the Chinese textbooks become the focus controversial, and the problem of how to change of high school Chinese textbooks’ values in the new curriculum standards need us to think deeply.This study regards the two sets of the high school Chinese textbooks of PEP as the study object, that are the “full-time ordinary high school Chinese textbook(Compulsory)” passed in 2002 before the new curriculum reform and the “the ordinary high school curriculum standard experiment Chinese textbook(Compulsory)” passed in 2004 after the new curriculum reform. The study uses the literature analysis, statistical analysis and comparative studies as study methods to compare the two sets of the Chinese textbooks. And find values change and development in these two sets of Chinese textbooks of high school by in-depth comparison. Aiming to rich Chinese texts values research theory, and in order to let the teachers and students better interpret the Chinese textbooks values.The study is divided into five parts: The first part is an introduction of the research background, research methods and other issues; the second part is the current situation about the the textbooks and the Chinese textbooks, and defining the core concepts; the third part is that comparing mainly about the textbooks values in external and internal aspects of the “full-time ordinary high school Chinese textbooks(compulsory)” and the “the ordinary high school curriculum standard experiment Chinese textbook(Compulsory)”, and drawing the similarities and the differences; and the fourth part is analyzing the reasons of the two sets of Chinese textbooks’ similarities and differences; the fifth part is the conclusion, doing a summary of this study and proposed the author’s thoughts and suggestions.