A Comparative Study Of The New Version Of Chinese Textbook In Korean Ordinary High School

In 2017,Korea rewritten and published 11 sets of Chinese textbooks according to the latest revised outline.Faced with Korean Chinese teachers and native Chinese speaker teachers in 17 locations in more than 300 schools in the whole Korea,the 11 sets of textbooks have been researched by South Korean National Institutes for International Education and Korean Language and Education Development Institute.Three recommended sets of "Chinese 1" are selected as the school teaching materials which is highly recommended by the Ministry of Education in the next year.The publication of new textbooks and the replacement of old textbooks mean that Korean teachers will soon face the confusion that which textbooks they will choose as their main teaching materials.At the same time,it also means that all Korean Chinese language teachers in Korea are faced with the problem of handling teaching materials.How to make it balance between these three textbooks? Just select and use one of them or select and use some of them? How to teach the pronunciation,grammar,vocabulary and culture of the new textbook? How can students better use these teaching materials?As the research member of the Korean Chinese Education Development Institute,the author was invited by the Korean Chinese Teacher Association to make a final revision of the full set of Chinese textbooks and made recommendations for application.In the revision process,the author used the “Revision Outline for Korean Language Education Courses in Korea(2015)” and the teaching programme of Hanban as the evaluation criteria.And starting from the use of the vocabulary,grammar,culture,and topics of three teaching materials recommended by the Korean Ministry of Education,a quantitative comparison and analysis of new textbooks is made to find out some problems in the textbooks and then propose some solutions.Firstly,through the statistical analysis of the basic information of the textbooks,it is found that the Korean language textbooks are written in clear objects.However,the team level is uneven and there are no assorted supplementary materials.In response to these problems,it is proposed that during the preparation process of theChinese language teaching textbooks in Korea,the teaching qualifications and Chinese level of the writing team must be reviewed.Secondly,through a comparative analysis of the overall structure of the teaching materials and the structure of the single lesson,we found that the overall structure of these three new textbooks is relatively complete,but the single lesson structure adopts different writing concepts and there are differs in the focus of speech skills.Comparing the advantages and disadvantages of different structures of the three textbooks,this article puts forward requirements for the standardization of single-class structure,grammar and cultural content.Thirdly,by the comparison and analysis of the functional items,grammatical content,cultural content and vocabulary of these three new textbooks,it is found that the three textbooks have their own advantages and disadvantages in content writing.Therefore,in view of the inadequacies of each textbook,the author proposes an application suggestion that students should use B textbooks and teachers should take B textbooks as the principal assorted with using A textbooks as supplemental teaching materials.And put forward suggestions for the use of each textbook.