Comparison Study On The Graphic Modality Of《HSK Standard Course》and《Hi! China Basic Course Of Daily Chinese》

As a medium of class-teaching,Chinese textbooks have always played an important role in teaching Chinese as a foreign language.With the development of the times and combining the different desires of learners,Chinese textbook editors are innovating in the topics,contents,and models of the textbooks.Looking at the elementary Chinese textbooks since the new century,the most obvious change is that the presentation of the content of the textbook has evolved from a single mode of pure text to multiple modes such as text,symbols,graphics,and images.In this way,textbooks with pictures and texts can stimulate learners interested in learning.The vivid illustrations in the textbook can help students quickly understand the teaching content,and the effective use of illustrations by teachers and students in the teaching process can also improve the teaching efficiency of Chinese lessons.How are the illustrations in the current comprehensive Chinese course textbooks designed? What problems do teachers and students encounter in the use of textbook illustrations? In view of these considerations,this article focuses on the HSK Standard Course(1-2)published by Beijing Language University Press and Hi!Chinese Life Chinese Basic Course(1-2)published by Beijing University Press.The research is based on the theory of graphic-text relationship based on multimodal discourse analysis and the theory of multimedia learning.It compares the graphic-text modalities of the two elementary Chinese comprehensive course textbooks,and compares the textbook illustrations and preferences to teachers and students.Conduct questionnaire surveys and interviews.Based on the internal analysis of the teaching materials and the external feedback from users,the advantages and problems of the graphic settings of the two textbooks were summarized,and suggestions for improving the graphic settings were put forward in response to the problems,hoping to further improve the quality of the graphic design of the textbooks.This article is divided into five parts.The first part of the introduction explains the reason for the topic selection,research summary,theoretical basis,research ideas and methods of this article,and expounds the comparability of the two textbooks.The first chapter conducts an internal comparative analysis of the graphic modalities of the two textbooks,including statistical analysis of the number and type of illustrations,functions and locations,and the relevance of graphics and texts,thereby explaining the differences and commonalities between the graphic settings of the two textbooks.The second chapter analyzes the external feedback of the graphic modalities of the two textbooks,and conducts questionnaire surveys and interviews for Chinese teachers and Chinese learners.Chapter 3 summarizes and analyzes the advantages and existing problems of the two textbooks,and gives suggestions for improvement.Finally is the conclusion,summarizing the conclusions,innovations and shortcomings of this article.Through research,we found that the advantages of the two sets of initial textbook illustrations are rich in content,appropriate quantity,and reasonable color collocation,but there are also problems with the relationship between the graphics and the text,the function,and the single type.According to the characteristics of textbook illustrations,such as the types and functions,as Chinese learners improve,textbook writers need to change the configuration of illustrations to meet the needs of learners of different levels.Learners and teachers have different preferences and needs for teaching materials,and different understandings of the same illustration.Editors need to consider the actual use of illustrations and existing problems in the teaching process.The innovation of this article is to focus on the graphic modalities of teaching materials for Chinese as a foreign language,and select two sets of excellent textbooks to make an example analysis,combining with the actual situation of teaching Chinese as a foreign language,and put forward feasible suggestions for the configuration of the textbook illustrations.The disadvantage is that the number and scope of the textbooks examined are limited,and I hope to make further in-depth explorations in future research.