| As an important means for a country to expand its linguistic,cultural,political and economic influence,international Chinese education is an important part of the strategy to enhance global cultural soft power and international competitiveness.International Chinese teaching requires not only the cultivation of learners’ basic Chinese language skills,but also the training of their overall perception of Chinese modern and contemporary culture and cross-cultural communication ability.The relevant research of teaching resources is of great significance for the international Chinese education cause to play a good role in spreading the voice of China and "telling a good story of China".Among them,the research on advanced Chinese textbooks,especially those with certain cultural connotations that can help Chinese learners establish a comprehensive,three-dimensional and vivid image of China,has become one of the focuses in the field of international Chinese education.Whether the newly published Understanding Contemporary China(Advanced Chinese Reading and Writing course)can completely replace the classic Developing Chinese(Advanced Reading)series of textbooks,what are the differences between the two textbooks,and how to select and use the advanced Chinese reading course in the future become the main issues of this study.In view of this,this study focuses on the text and use of the textbooks Understanding Contemporary China(Advanced Chinese Reading and Writing course)and Developing Chinese(Advanced Reading)series.In the aspect of text analysis of textbooks,the research focuses on the comparative analysis of the selected text content in the two textbooks at different levels.First,based on the two sets of textbooks in the basic compilation concept differences,namely in the teaching object,teaching objectives,compilation concept,textbook features and other aspects;The second is to compare the differences and characteristics of the content,genre and topic in the two sets of textbooks.The third is to compare the differences between the selected texts of the two sets of textbooks in the five dimensions of science,practicality,interest,culture and times,and to summarize the characteristics of "each set of textbooks has its own strengths" and "some emphasis" as teaching resources in practical teaching.On the basis of text analysis,this study conducted an empirical investigation on teachers who have used two sets of textbooks and overseas students with HSK6 or above.By means of questionnaire and interview,the teaching feedback and learning evaluation of the two sets of textbooks in the actual teaching process are revealed.It is found that the selected texts of Understanding Contemporary China(advanced Chinese Reading and Writing course)and the classic reading textbook Developing Chinese(Advanced Reading)are different in scientific,practical,interesting,cultural and contemporary aspects,and some of the differences can be complementary in the teaching process.Therefore,based on the differences and complementarity of the two sets of textbooks in the text,combined with the problems existing in the teaching process such as the selection of teaching content and students’ enthusiasm,this paper proposes to implement the "combination of the main and the auxiliary" approach to the topic content of the two sets of textbooks in accordance with the different Chinese learners and learning needs in the advanced Chinese reading course.At the same time,diversified teaching methods and other countermeasures are adopted in the teaching to provide the corresponding theoretical basis for solving the integration of teaching resources in advanced Chinese reading courses and improving the teaching effect of combining Chinese reading skills with cultural communication. |
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