Comparative Analysis Of Chinese Textbooks For Young Children

In recent years,with the warming of Chinese language and the continuous development of teaching Chinese as a foreign language,the number of people learning Chinese all over the world has been increasing year by year.Nowadays,a special group of foreign students is added.In the face of this new situation,the teaching of Chinese as a foreign language should also be changed over time,and corresponding Chinese teaching programs for foreign children should be prepared.This article focuses on the Southeast Asia region,and takes the internship site-the Indonesian Bainbridge Sanyu Language School Kindergarten Department in Indonesia as a reference object.First of all,the author made a brief overview and evaluation of the status quo of the infant education in the school,and provided reference for the subsequent succession of teachers.Secondly,to further summarize the characteristics of the Chinese language teaching in kindergartens,it is summarized as follows: First,children's Chinese has different foundations,and there are differences in language knowledge and skills.Second,the utilization of textbooks is low,and effective content is small;third,classroom instruction The main form is game teaching.Finally,the paper points out some problems in the children's teaching in the school,and analyzes them to provide teaching suggestions that are consistent with the characteristics of the children.These include: teaching methods should be diversified,teaching should be targeted,and the teaching materials should be adapted to children aged 3-6.The body and mind characteristics,interesting and local characteristics.This article focuses on an analysis of the "Chinese" series of textbooks used in the Chinese language classes for kindergartens.The series includes "Chinese Peas","Chinese Toddlers 1" and "Chinese Toddlers 2".The three textbooks are adapted to the kindergarten's 1-3 years old children,3-4 years old children,4-6 years old children and large children.Due to the differences in the applicable objects,the three textbooks also have slight differences in terms of content,topical order,and activities.The author analyzed this and pointed out the characteristics and existing problems of the three textbooks,and proposed suggestions from the perspectives of voice setting,lexical and grammatical point selection,and the proportion of Chinese characters.The author also compares it with English textbooks used in kindergartens.English textbooks use the "BIG FUN" series of textbooks,including "BIG FUN1","BIG FUN2" and "BIG FUN3".The school's kindergartens use only "BIG FUN1" and "BIGFUN3" and are applied to small classes,small classes,middle classes and large classes.The two textbooks have arranged rich contents and exercises for young children in their age groups.Compared with the Chinese textbook “Chinese” series,the two textbooks have the same points and different points.The same points exist in the teaching objects,teaching objectives,teaching content,teaching structure,etc.The concrete manifestations are: the objects are the same as young children,arranged according to the unified goal of the kindergarten department,the topics are close to the children's life,and the teaching sequence is consistent with children's cognition.Different points are represented by different arrangements of topics,different proportions of exercises,and different layout styles.On the basis of comparing and analyzing the advantages and disadvantages of each,the author proposes suggestions for the preparation of overseas Chinese language teaching materials from the perspectives of pertinence,interest,communication,and authenticity,and provides reference for the Chinese teaching of young children.