A Study On The Grammar Points Of The Elementary Comprehensive Textbook Of “Developing Chinese”

Textbooks play an important role in teaching Chinese as a foreign language,and the compilation of content is not only related to teachers’ teaching,but also related to students’ learning.At present,the research on teaching Chinese as a foreign language has produced considerable achievements.Whether it is the study of Chinese noumenon involved in textbooks,the investigation of learners’ acquisition errors,or the exploration of classroom teaching,it is relatively mature.However,these roads kept pace and did not merge.Therefore,based on previous studies,this paper will select 14 grammar points in the textbook based on three standards: the high error rate of learners,the common use of Chinese native speakers and the importance of Chinese grammar,and then explain their compilation from three perspectives: language ontology,Chinese acquisition and Chinese teaching.Mainly from the following five parts:The first chapter is the introduction,which expounds and explains the research status of grammar points in primary textbooks of Chinese as a foreign language from four aspects: research object,research status,research purpose and research methods.In the second chapter,firstly,195 grammar points in the first and second volumes of The Developing Chinese are divided into six categories: syntactic components,sentence patterns,sentence types,complex sentences and related words,parts of speech and other structures,and the grammatical presentation forms and order in each category are explained one by one.Then,starting from the compiling principle and explanation mode of grammar points of teaching materials,the paper analyzes the teaching materials at macro level.Among them,the writing principle is manifested in five points:It is presented in the form of "pattern+fragment";Based on errors,follow the acquisition order;Step by step,from simple to complex;Turning the whole into parts is difficult and easy;Easy and easy,simple and avoid complicated.There are two modes of explanation: deductive explanation mode and phrase explanation mode.The third chapter is based on the possible complement,the directional complement,the time complement,the comparative sentence,the Bei sentence,the Ba sentence,the emphatic sentence "(shi)… de",the existential sentence,the double-object sentence,"bushi A jiushi B","buguan A dou/ye B","lian A ye/dou B","jishi A,ye B”,"yibian A yibian B".It affirms the points worth learning from,and points out the points that need to be fully considered.At the same time,aiming at the specific problems of each grammar point,the corresponding countermeasures are put forward from the above three angles.The fourth chapter puts forward operable suggestions on compiling grammar points of teaching materials from the aspects of acquisition errors,discrimination of differences,semantic features,component meanings and special usage.For example,when compiling grammar points of teaching materials,we should not only take root in ontology,consider teaching,but also prescribe medicine for "diseases" in view of errors;When explaining another grammatical form with one grammatical form,or combining two grammatical points into one to explain,we should not only base ourselves on the commonness of the two,but also seek the differences among them.At the same time,it is necessary to discriminate the confusing grammatical points.Because learners deal with the internal meaning of grammar points before the external form,textbooks need to clarify the semantic features of grammar points;For some constructions,we should pay attention to the significance of their internal key components;Special usage in some grammar points should be presented separately.The conclusion of the fifth chapter summarizes the whole content of the article,explains the shortcomings,and puts forward my own expectation,so as to facilitate further research in the future.