A Comparative Study Of The Chinese Textbooks Writing Section In Junior Middle School Between The Mainland Integrated Edition And Hong Kong Qisi Edition

This thesis takes the writing sections of the Chinese textbooks in the Chinese editor's edition and the Hong Kong Kaisi edition junior high school textbooks as research objects,and combines related theories and course documents to start a comparative study of the textbook writing sections.Based on the principle that the thesis should be innovative,this article has refined and deepened the basic basis of comparison,the dimensions of comparison,and the use of teaching materials on the basis of previous research;among them,it is some exploration of this article,first: to carry out research in combination with writing-related theories.second: analyze from the writing dimension of textbook writing content.This thesis mainly uses literature research method,comparative research method,case analysis method,content analysis method and other research methods.The full text is divided into six parts.Part ?: Introduction.First introduce the origin of the research in this article;secondly define the relevant concepts;again review the relevant literature related to this study,including the two parts of the study of the Chinese textbook writing section and the comparative study of the Chinese textbook writing section;finally clarify the research significance and research methods.Part ?: The basic basis for comparison.It is mainly composed of learning theories and writing mechanisms.Among them,learning theories include cognitive structure learning theory,meaningful learning theory,and knowledge classification theory;writing mechanism includes the basic model of the writing process,the writing thinking characteristics of junior high school students,and the constituent elements of writing ability.Part ?: Comparing the preparation of programmatic documents.After a comparative analysis,the following conclusions are drawn: in terms of the curriculum concept,all the students 'Chinese learning needs are taken care of,and the basic and comprehensive nature of the Chinese curriculum is emphasized.The unified version emphasizes the practicality of the curriculum,and the Kaisi version pays more attention to the cultivation of multiple dimensions;In terms of writing goals and content,both emphasize the development of students' writing ability,and attach importance to close contact with social life.The editor's edition pays more attention to the true emotion of writing,and the Kaisi edition pays more attention to mastering writing strategies.Part ?: Comparison of arrangement styles.Through comparative analysis,the following conclusions are drawn: at the same point,it has the characteristics of clear sequence,spiral progression,clear division of labor,equal emphasis on humanities,combination of points and planes,and emphasis;at different points,the unified version highlights the focus of grade training and Cultivation of writing thinking,Kai Si Edition also emphasizes the penetrating arrangement of writing ability and the connection between semesters.Part ?: Comparison of written content.Through comparative analysis,the following conclusions are drawn: all attach importance to the external influencing factors of the writing process,in which the writing process of Qisi Edition is more systematic and complete;all are based on procedural knowledge of writing,and the knowledge of Qisi Edition in application writing is more abundant;More emphasis on the sample texts in the class,and the distribution of the sample texts in the enlightenment version is more balanced;the propositional forms all show the unity of openness and restrictions;the propositional topics all emphasize the connection with prominent.Part ?: Suggestions on the use of the writing section of the unified edition textbook.The following suggestions are made for the use of the editing section of the junior middle school Chinese textbook writing section: First,students are mainly used to optimize the existing sequence;two lines go together to give play to the combination advantage;shorten the gap and promote the connection of the syllabus.Second,pay attention to the integrity and coordinate the elements of the writing process;closely follow the practicality and integrate the writing knowledge content;highlight the diversity and expand the type of writing examples.Finally,integrate multiple types of propositions to start writing;focus on real life to promote writing;grasp the correlation gradient to write deeply.The author is just a learner who has not taken a formal position,and is relatively immature in theory and practical experience,but the author is determined to use this article as a starting point,continue to refine and deepen the research on teaching materials,strive to be an excellent Chinese teacher.