Comparative Study On The Cohesion Of Mother Tongue Textbooks In Primary And Secondary Schools Of China And Korea

China and South Korea have always attached importance to the cohesion of courses and teaching.Under the guidance of related theories and educational policies,more and more scholars are paying attention to the issue of curriculum cohesion.However,there are few studies on the cohesion of textbooks,and international comparative research on the cohesion of textbooks is even more lacking.This article takes the common mother tongue teaching materials in China and South Korea as the research object,sorts out and summarizes the achievements of the Chinese and South Korean mother tongue teaching materials in cohesion,compares their respective advantages and disadvantages,and then puts forward relevant opinions and suggestions.First,it summarizes the existing analysis framework of the cohesiveness of teaching materials,and on this basis,combines the characteristics of native language teaching materials to construct a new cohesive analysis framework of native language teaching materials;secondly,it uses content analysis and comparative analysis to analyze the native language of China and South Korea.The analysis of the curriculum standards aims to sort out the specific requirements of the cohesion of the native language courses of different stages and summarize its main characteristics;third,combine the specific requirements of the curriculum standards,based on the newly constructed analysis framework,and target the native languages of China and South Korea.Specific analysis and comparison of the cohesion of textbooks.The research found that:(1)In the Korean curriculum standards,the cohesion between the learning objectives,content and methods of different stages is not strong.Korean junior high school curriculum standards are relatively general when setting curriculum goals,and do not distinguish between grades and stages.It is difficult to know which goals can be linked to the sixth grade curriculum goals of elementary school.In contrast,China has clearly put forward the curriculum goals for different stages of learning,specifically in various fields such as learning content and methods.The degree of cohesion is better than that of South Korea,and most fields have achieved deepening and expansion of cohesion.(2)Chinese native language textbooks do not make good use of unit names for cohesion,but overall,the cohesion of Mandarin textbooks for Xiaoshengchu is better.In contrast,Korean native language textbooks give full play to the cohesive function of the unit.In the future,when compiling textbooks in native languages of China and South Korea,attention should be paid to increasing more diversified learning activities;the amount of learning in each field should be adjusted appropriately;the order of textbook compilation should be consistent with the content of the semesters proposed by the education curriculum standards;Cross learning.