An Analysis On Stories And Story-characters Of TCFL Textbooks For Primary And Secondary Schools

Stories are usually supposed to be interesting,which contain a wealth of knowledge and culture,provide a variety of language types,thus being popular among Chinese learners in primary and secondary schools,however,there are few of them in their textbooks.In order to study and solve the contradiction,this paper focuses on stories and story-characters,investigates the situation of the TCFL textbooks for primary and secondary schools,and puts forward some thoughts on the existing problems.Firstly,from the perspective of narratology,literature,film and television theory,This paper establishes two evaluation frameworks of story-characters for both structure and individual text of the textbooks,which quantifies the story-characters from three dimensions of character,plot and setting.Secondly,from the text functions of narration,description and comment,as well as the text types of dialogue,monologue and narration,finally there forms a ternary evaluation system for textbook's story-characters.After that,five sets of typical textbooks are selected to be research objects.It is found that the stories in these textbooks are usually multimodal texts,which are mostly in two forms: graphic subordinating to text,or graphic-text complementing each other.The number of stories in some textbooks is passable,but generally lacking stories in discourse,and tend to be exercises or complementary reading materials.The main type of stories is life story in most textbooks,while in which for young children is fairy tale,and the other types of stories need to be enriched.In general,the story-characters of these textbooks are weak,but show a trend of steady improvement.To be detailed,the most obvious defect is the lack of plot in content;second,the main function of texts is communication,with little narration,which at the beginning focus on descripting objects rather than narrating events;third,the text type still focuses on dialogue,and gradually shifts to monologue and narrative,but the narrative language is not yet mature.However,M�n M�n L�i and I love learning Chinese indicate outstanding storycharacters separately in structure and individual texts,which are advisable.Finally,this paper makes propose from both compilation and application: add story elements,establish graphic-text system and absorb TPRS teaching methods,thus improving the story-characters,reducing the difficulty of story text,and make up for the shortcomings of the textbooks through teaching.The innovation of this paper lies in three aspects: the rich theoretical basis,the construction of a relatively quantized framework for story-characters and a multifaceted evaluation system for that in textbooks,and lastly,the graphic-text system of story text for elementary TCFL textbooks.