A Comparative Study Of Native Language Textbooks In The Middle Section Of Primary Schools In China And South Korea

Native language(this refers to the official language of the place you live in),is rooted in an individual's cognition from the very beginning of life.It is therefore considered to be an individual's most impressive,natural,and frequently used language.Therefore,native language education has always placed at the core of each country's curriculum reform and development of elementary education.Native language textbooks are important teaching materials for teachers and also the direct study material for students studying their mother language.Based on the fact that China and South Korea are both under the influence of Confucian culture and also the mother language textbooks from both two countries share similar ideas,there are incredible and unique educational experiences and outcomes that other countries can learn from,especially the experience of how South Korea has absorbed western culture into their own traditional culture following the reduction of poverty and the creation of a vital economy.To compare and analyze the similarities and differences of mother language textbook sufficiently between China and South Korea,in the long term,can assist better quality of the native language textbooks in China in the future.This study has taken the native language textbooks of China which have been launched at all different levels of schools since the fall of 2019 and the latest version of South Korean native language textbooks which were edited and put into use since March 2018.In total,this study will consider 8 books for further comparison and analysis.In order to ensure the accuracy and keep the focus clear of this study,this dissertation will focus on the native language textbooks of the 3rd and 4th grade from China and South Korea.From the perspective of internal and external system,this comparison research generally divides into two major parts which are layout design and knowledge constitution.The layout comparison of the Chinese and South Korea mother language textbooks consists of the basic framework,layout of single pages and paragraphs,and the applicability of the illustrations.The knowledge constitution consists of the reading aid system,reading selection system,and exercise system.During the process of the comparison,the differences of compiling conception,curriculum objective and educational method between China and South Korea has been gradually revealed.First of all,the study found that the language used in the primary school's native language textbooks between China and South Korea share in common an active adaptation to the cognitive development of children.Secondly,the content of the textbooks showed the inheritance of the nation's fine traditional culture.Additionally,the content of the mother language curriculum merged with natural sciences knowledge,which reflects the conception of super-disciplinary learning.The difference is first shown in the compiling pattern,the Chinese version of the textbooks stands out in uniformity,the South Korean version of the textbooks shows diversity.In terms of the differences of article selection system,Chinese native language textbook has shown stronger humanity,but the South Korean native language textbook reflects more practicality.The other difference that reflected in the practice system,which mainly relates to the literary experience,while the Chinese version textbook is more focused on how thoroughly students understand the reading materials but the South Korea version textbook focus on the practical function of the language output problems.Once clarifying the similarities and differences of two mother language textbooks from3 rd and 4th grade of primary school between China and South Korea,the advantages of Chinese native language textbooks have been shown: neat and simple layout style,strong aesthetic and poetic quality of the language,and rich content of the texts.Compared with the advantages of South Korean mother-tongue textbooks,Chinese native language textbooks could try to do more in-depth researches on improving the art of compiling models,enhancing the effectiveness of unit organizations,and strengthening awareness of intellectual property protection in the future.The purpose of this study is not to find the superiority of the two mother-tongue textbooks by comparing and analyzing the two native language textbooks from two different countries,as each of them has a certain level of research and development and user reflection,but to sort out their own referential experiences and characteristics.Based on the summary and discovery of this study,a better and more scientific way of writing mother language textbooks can be developed.The contents of this article will provide references and help the research and development teams of Chinese native language textbooks.