Research On The Intertextuality In Chinese Language Textbooks

As an important media of Chinese language education,Chinese language textbooks burden the responsibilities for knowledge spread,skill training,thinking development,and virtue and value fostering.Therefore,it is essential to optimize the compilation of Chinese language textbooks and better its educational function.The compilation of Chinese language textbooks involves the process of Chinese cultural teaching and text construction.It contains learning and discovery skills,emotional attitude principles and strategies.Therefore,intertextuality can be regarded as a distinctive strategy and art of Chinese language textbook compilation.Due to the diversification of Chinese language course's connotation,knowledge structure,and teaching objects,the compilation of textbooks becomes quite difficult.Thus,if we can analyze the compilation principles and strategies from the perspective of intertextuality,the diversification and abundance of the Chinese language course will be much clearer.Intertextuality stresses inter-textual connection and communication by using quotation,implication,reference,and reflection.Flexible use of intertextuality changes the linear reading mode and builds a bridge connecting the whole text,providing abundant reading experience for students and helping them establish a complete knowledge system.Based on the intertextuality theory,this paper strives to discover the intertextuality function and values by fully explaining basic principles and strategies of intertextuality.In addition,it demonstrates the way in which intertextuality implements teaching and learning of the Chinese language,that is,the transformation from compilation art to teaching and learning art.Chinese language textbook compilation reflects four intertextuality features:recurrence connection,multi-fold dialogicality,conflicting narrativity,and spiral ascendancy.Based on these four features,this paper takes three Chinese language textbooks(Enlightening Chinese Language Textbook,Chinese Language Lessons,and Chinese Language Textbook for Junior School Students)compiled by Xia Mianzun and Ye Shaojun as an example and reveals the intertextuality compilation theory and strategies contained in Chinese language textbooks.This paper focuses on article selection,program and rhetoric,exercise,and annotation in these sample books.It demonstrates the following representative intertextuality methods:quotation,implication,reference,and combination and reveals formal logic and text composition of Chinese language textbook compilation.It also analyzes the establishment of consequence between texts and units,the knowledge cohesion between units,and the formation of a systematic structure.The intertextuality of Chinese language textbook compilation reflects not onlycompilation principles,methods,or skills but also education concepts.By using the intertextuality principle in compilation,Xia and Ye enhances textual logic and reforms unit organization and structure,thus to make textbook compilation scientific.Ye and Xia also strive to apply intertextuality to Chinese language textbook compilation.After selecting suitable contents,they arrange and combine contained articles,program and rhetoric,exercise,and annotation scientifically,so as to transform the indicative and supportive intertextuality art to textbook compilation art.