Comparative Study Of Chinese Textbooks And Teaching Chinese As A Foreign Language Textbooks

With the development of economy and the constant changes in the world,Indonesia pay more and more attention to language education,especially to Chinese language teaching.The importance of learning Chinese has begun to come into the minds of the Indonesian people.Chinese products have also become world-wide,with garments,home appliances,toys,high-tech products,autoparts,machine parts,and many more.Just as Chinese people pay attention with learning English well,Indonesian also pay more importance to learning Chinese well.Chinese teaching gradually widened.When we want to learn foreign language,first,we need to choose the right book,second,we set our goals.Chinese education makes an important part of Chinese international promotion.For Chinese education to achieve good result,must be supported with good Chinese materials,because the quality of teaching materials will affect teachers “teaching”and student “learning”.Therefore,the comparative analysis of Chinese textbooks is a great value to improve teaching quality and improving the Chinese textbook.At present,Chinese teaching materials are written in different norms,with different levels and different teaching objects.This paper chooses the comparative study of ?Chinese Made Easy? and ?Easy Step to Chinese?,and analyzes teaching materials from composing concepts,text part,textbook structure,vocabulary compilation,grammar compilation,Chinese characters and cultural contents and practice design comparison.This article is divided into nine parts:The first chapter mainly introduces the research background,research object,research status and research methods of this paper,which is the basis of this paper.The second chapter introduces the compiling concept and structural system of "Chinese Made Easy" and "Easy Step to Chinese".It introduces the writing concept,writing purpose and writing principles of the two sets of teaching materials.The third chapter is a comparative analysis of the texts of "Chinese Made Easy" and "Easy Step to Chinese".It is compared with practical and interesting topics for comparison and genre comparison.The fourth chapter is a comparative analysis of the language elements of "Chinese Made Easy" and "Easy Step to Chinese",including speech(orchestration and description),new words(quantity and interpretation),and grammar writing(quantity and presentation)analysis.The fifth chapter is a comparative analysis of the cultural writing of "Chinese Made Easy" and "Easy Step to Chinese",respectively,knowledge culture and communicative culture.The sixth chapter is a comparative analysis of the exercises of "Chinese Made Easy" and "Easy Step to Chinese".It is analyzed from the questions and types of exercises.The seventh chapter is the survey feedback of users who learn “Chinese Made Easy“and learn “Easy Step to Chinese”,from the perspective of students and teachers.What are the student's feedback on the text,vocabulary,pronounciation,practice,and culture writing and the feedback from teachers on targeted,interesting,practical and scientific.The eighth chapter is a proposal for the use and preparation of Indonesian Chinese textbooks.The ninth chapter is the conclusion,summarizing and the main contents and viewpoints of this research.Through this research,the writer found out that the common point of "Chinese Made Easy" and "Easy Step to Chinese" is two sets of teaching materials can be used by each other,"Chinese Made Easy" has more content,that's why upper primary school generally choose "Chinese Made Easy " as a textbook for students to review.In general,Chinese textbook are more suitable for Chinese teaching,while foreign student should use Teaching Chinese as foreign language book,because of the different learning objects and speed,it will also make a different.The thesis also found that the "Chinese Made Easy" pinyin error is more than "Easy Step to Chinese".Students really annoyed,as there are too many exercises.With the quantity of exercises,teachers should be able to use the exercises lively.I hope that the Indonesian International School can use textbooks and exercise books together so that students can achieve the language skills of the textbooks.Finally,the author finds that Chinese textbooks are more suitable for Chinese teaching as a second langua,while foreign language textbooks should be use for teaching Chinese as a foreign language.Because of different learning objects,the progress of speed must be different.It is recommended that the Indonesian International School can use textbooks and exercise books together for students so that students can achieve the fixed language skills of the textbooks.