A Comparative Study On Chinese Textbooks Between MOE Version And Sue Version

Chinese teaching materials are an important basis for teachers to carry out Chinese teaching activities.the MOE version of junior middle school Chinese textbooks,as a new set of compulsory education Chinese textbooks,began to be used in some regions in 2016.which has aroused the concern and hot discussion of the vast number of educators.The junior middle school Chinese teaching materials of Sue version have been used for many years in various regions as self-compiled teaching materials in Jiangsu,a province with advanced education.Therefore,it is of great significance to improve the writing level of junior middle school Chinese textbooks in the future by comparing the MOE version with the Sue version of junior middle school Chinese textbooks,and it is also helpful for first line teachers to optimize the use of junior middle school Chinese textbooks.This thesis takes the MOE version and Sue version of junior middle school Chinese textbooks as the research objects,and uses the methods of literature research,comparative research,content analysis and other research methods to make a comparative study of the two versions of textbooks and analyze their similarities and differences.Furthermore,it puts forward some suggestions on the compilation and use of junior middle school Chinese textbooks.Understanding the background of the compilation of Chinese textbooks can help us analyze the reasons for the compilation of Chinese textbooks from different angles.The compilation of the two versions of textbooks is at a time when China's political economy and culture are developing at a high speed and social changes are changing.They were both compiled after the promulgation of the corresponding Chinese curriculum standards.However,Sue version was born to conform to the new curriculum reform in 2001,while the MOE version is designed to improve various disadvantages of various versions of Chinese textbooks under the policy of "one standard with many teaching materials" in recent years.The presentation of structural elements in Chinese teaching materials is determined by the compilation concept of the teaching materials.The compilation concepts of the two versions of the teaching materials both emphasize weakening the concepts of subjects-based and teacher-centered,with human development as the core.However,Sue version pays more attention to the direct presentation of both literary and aesthetic selections so that students can be nurtured emotionally,while the MOE version of the junior middle school Chinese textbook lays more emphasis on guiding students in moral cultivation.There are also some similarities and differences in the compilation of the text selection system,knowledge system,reading-aid system and exercise system.Text Selection System: The text types of the two versions of textbooks are rich and diverse,both showing humanity and flexibility.However,the MOE version pays more attention to the arrangement of poetic genres,the prose distribution is not balanced,and the Sue version is slightly weak in narrative genres.Both versions of the textbook cover a wide range of topics,mostly emotional and unevenly distributed.However,the MOE version pays more attention to the cultivation of students' awareness of ecological civilization,while the Sue version pays more attention to the cultivation of students' scientific fantasy thinking.The selection of the two versions of teaching materials is closely centered on the theme and involves rich elements,but the MOE version focuses on the construction of a trinity reading system,while the Sue version is more flexible in form.Knowledge system: The presentation of the two versions of textbooks is mainly scattered and melted,and the tacit arrangement of knowledge is emphasized.However,the presentation of knowledge focuses on different aspects.In terms of content emphasis,both pay attention to the combination of knowledge learning and ability training,but the MOE version has more distinctive features of "different from text to text".Reading aid system: In terms of unit introduction,the two editions of textbooks fully pay attention to the role of "guidance",but the MOE version has more competence goals than the Sue version.In terms of annotations,the two versions of textbooks are generally more classical in the text than in modern text There are many comments.However,the MOE version has more annotations than the Sue version.In terms of supplementary materials,the supplementary materials of the two textbooks are very rich,but the positions are different.In terms of illustrations,the two textbooks have unit guides.The number of background images is the same,but the number of illustrations in the text of the MOE version is more than that of the Sue version.Practice system: The total amount of exercises in the two versions of textbooks is not much different,but the number of exercises in the Sue version has not decreased with the increase in grades.In terms of the characteristics of the plate structure,both versions of the textbooks have set after-school exercises,writing practice,Comprehensive study of the three plates,but the MOE version of the plate structure of the initial practice system is more diverse than the Sue version.Based on the above conclusions,this thesis attempts to put forward the revelation for the junior middle school Chinese textbook editors and the suggesti ons for teachers to use the junior middle school Chinese textbook.Specifically,in the compilation of textbooks: the selection of textbooks should be close to the lives of students,taking into account the times and classics,and the number should be appropriate.Secondly,the knowledge about listening,speaking,reading and writing methods should be increased appropriately,and the writing should focus on the key points.Furthermore,it is necessary to improve the writing level of each part of the reading aid system.Finally,the guidance of basic knowledge exercises should be added,and the exercises should be holistic;in terms of use suggestions: one is to teach according to the style and appropriately integrate the selected text;the second is to make full use of the contents of each part of the reading aid system for teaching;the third is based on knowledge The teaching of the sequence of the arrangement is to integrate the knowledge of fragmented Chinese;the fourth is to strengthen the adjustment consciousness of the exercises and make full use of the after-school exercises.