| This article takes the two sets of Chinese and American textbooks "Developing Chinese Elementary Comprehensive Course" and "Integrated Chinese Level 1" as the research objects to investigate the similarities and differences of cultural factors in Chinese textbooks at the same stage in China and the United States.This study summarizes their respective strengths and weaknesses by comparing the number,content,selection principles,presentation methods,etc.of cultural factors.Research has found that both sets of textbooks are excellent comprehensive textbooks,which can meet the Chinese learning needs of international students and American students,and take into account both language knowledge and cultural content.However,the two sets of textbooks also have areas worthy of improvement.For example,the cultural factors related to communication in the two textbooks are not prominent enough,the cultural factors of "Developing Chinese Elementary Comprehensive Course" are not very interesting,and some cultural factors of "Integrated Chinese Level 1" are relatively complex and practical not enough.Combining the advantages and disadvantages of the cultural factors of the two sets of textbooks,this research proposes the following suggestions for the arrangement of the cultural factors of the elementary comprehensive Chinese textbooks: It is recommended that the elementary comprehensive textbooks should balance the number of cultural factors and focus on cultural factors related to communication;cultural factors should be selected On the basis of striving for truth,we must follow the principles of representative,practicability,pertinence,and timeliness;when presenting cultural factors,we should consider students’ experience of use and enhance the interest of teaching materials. |
