International Chinese Extensive Reading Textbook Folk Culture Researc

Folk culture refers to the collective name of folk customs and culture.Folk culture is also one of the traditional Chinese cultures,and it is the culture that is closest to daily life.It is very important for international students who aim to improve their Chinese intercultural communication skills.At the same time,folk culture is interesting to a certain extent.And as the saying goes,“interest is the best teacher”,so folk culture can easily arouse students’ strong interest in learning Chinese.If we can make good use of this feature of folk culture,it can greatly promote international Chinese classrooms.teaching.This paper takes three sets of intermediate-level extensive reading textbooks as the basis for folk culture research.Through the statistical analysis of the types and quantities of folk culture vocabulary in the textbooks,it finds the problem of improper selection of folk culture vocabulary in the textbooks,and further clarifies the international students’ opinions on various types of vocabulary through aquestionnaire survey and interview survey.The degree of interest in folk culture,so as to put forward suggestions on the selection and compilation of folk culture for teaching materials.This article is mainly divided into five parts:The first and second parts are the research basis of this paper.It mainly reviews the literature on folk culture research in international Chinese teaching,and makes a reasonable understanding and classification of folk culture.We found that the current folk culture researches are mainly divided into regional folk culture research,a single specific folk culture research,folk culture significance research,and folk culture research in textbooks.Regarding the folk culture research of textbooks,we found that the folk culture research of the skill-based textbooks is still insufficient.In the second part,we divide the folk culture studied in this paper into sixteen categories reasonably by reading the literature and works of predecessors and combining the characteristics and purposes of international Chinese teaching.In the third part,we classify and count the vocabulary of folk culture and count the three sets of intermediate-level extensive-reading textbooks,namely,“Feng Guang Chinese Intermediate-level Extensive Reading”,“Zhong Wen Guang Jiao Chinese Extensive Reading Course” and “Shi Ji Chinese Extensive-Reading Textbook”.After comparing and analyzing the common characteristics,it was finally found that the proportion of language,diet,and geography folk customs in the three sets of textbooks was generally high.At the same time,based on the cultural requirements in “General Curriculum Syllabus for International Chinese Teaching” and “the Reference Framework for Teaching Chinese Culture and National Conditions in International Chinese Education”,we analyzed whether the selection of folkcustom vocabulary in the three sets of textbooks meets the requirements of the syllabus and it turns out that it does not meet the outline requirements very well.In the fourth and fifth parts,we mainly design a questionnaire survey and interview survey based on the above-mentioned problems,and then form the questionnaire results and put forward corresponding suggestions.Combined with the results of textbook comparison and investigation and analysis,we mainly put forward the following suggestions for the compilation of folk culture vocabulary in textbooks:（1）the selection of folk vocabulary reflects the principle of practicality;（2）The display of folk vocabulary reflects the principle of interest;（3）The quantity arrangement of folk custom embodies the principle of balance.At the same time,we analyze the display of folk culture vocabulary in teaching materials from a theoretical perspective,and suggest that the folk culture vocabulary in teaching materials should pay attention to the overall image characteristics of Chinese culture.