A Comparative Study Of The Types Of New Words Meaning In Chinese And Japanese Primary Schools Textbooks

The comparative and inductive research methods are first used to construct a framework for comparative study of primary school textbooks in the types of new word meanings.In this paper,three sets of Chinese and Japanese primary school textbooks are used as corpus,and 'Modern Chinese Classification Dictionary' is used as a reference standard.The focus of the comparative study of Chinese and Japanese new words is to explore differences between the status of the new words and find the reason for the similarities and differences of the distribution of the new words,then make suggestions for the revision of the textbooks in the future and the preparation of the new words in the book.According analyzing the data it is found that Chinese textbook writers take into account the rules of children's cognitive development and the curriculum requirements in Compulsory Education Curriculum Standards.The distribution of new words meanings in the book presents cognitive learning process from concrete to abstract,simple to complex.There are 4172 Chinese new words,and the distributions of the new words are uniform;there are distinct national cultural characteristics,the arrangement of new words is progressive,and the details of the new words and Chinese education are understood and grasped.Finally,the attention should be paid to controlling the quantity of the first syllabus and the quantification and sequencing of Chinese new words.In Japanese,although the setting of new words is basically in line with the children's cognitive order,the one-sided understanding of the "Learning Guidance Essentials" and deliberately reducing the learning content,the number of Japanese new words is small,only 992,the new word value specific objects,light activities and nature.China can learn from the advantages of the word vocabulary in Japanese and the definition of words order;Japan should expand the word quantity as much as possible to achieve the improvement of language and writing ability.In short,the choice and arrangement of new words have their own advantages.China has better control over the cognitive characteristics of students.Finally,from the perspective of applied linguistics,this paper puts forward four suggestions for the preparation of the Chinese new primary school textbooks,and hopes to help the revision of Chinese textbooks.