Assessment Of Chinese Knowledge Of "Compiled Edition" Chinese Textbooks

Chinese knowledge is the core content of Chinese curriculum,but the connotation and extension of Chinese knowledge have always been controversial.As the main carrier of Chinese knowledge,Chinese knowledge in Chinese textbooks should be paid attention to.However,since the "unified edition" Chinese teaching material was officially launched in 2016,there have been a lot of studies on it,while the research on its Chinese knowledge is relatively insufficient.This paper sorts out the discussion on Chinese knowledge in the academic circle,and then explores the ontology of Chinese knowledge: Chinese knowledge is the speech experience formed by people in speech activities,and language knowledge and language application knowledge are the basis of Chinese knowledge.Then this paper takes the Chinese knowledge in the modern text reading of the seventh-grade Chinese textbook of "unified edition" as an example,sorts out its "hidden" knowledge and examines it,and then compares it with the Chinese curriculum standard of compulsory education.The findings are as follows: the basic knowledge of Chinese in the textbooks is matched with the curriculum standards of compulsory education;The textbook tries to reconstruct the Chinese knowledge system and attaches great importance to the learning of strategic knowledge,but strategic knowledge still needs to be further explored and improved.There are also deficiencies in the provision of relevant language knowledge in textbooks.The compilation of textbooks Chinese teaching materials should grasp the nature of Chinese courses and attach importance to the basic idea of Chinese accomplishment,so should the learning of pragmatic knowledge that points to the learning process and emphasizes the real context.It is hoped that the research results can be used for reference to the Chinese knowledge teaching of teachers and the compilation of Chinese teaching materials.