A Comparative Study Of Chinese And Malaysian High School Art Textbooks In The Context Of Chinese Culture

Malaysia is an exemplary country in terms of Chinese language education,which has been sustained due to the contributions and efforts of overseas Chinese,the leadership and support of the General Education Council(GEC)and the Malaysian government’s supervision and protection of the development of Chinese language education,which has enabled the development of Chinese language education to survive.Under the leadership of the overseas Chinese,the General Education Council and the government,Malaysia has achieved good results in terms of the scale and quality of schooling and has become one of the models for Chinese language education in the world,and has also made Malaysia the only country other than China to have a complete Chinese language education institution.With the development and progress of the times,education reform has become an international trend,and Malaysia and China have been influenced to reflect on their own education and make changes.In the 1980 s,the first set of Chinese textbooks were issued by the General Teaching Council(GTC),and textbooks,as an important vehicle for educational activities,became one of the focal points of the reform.In the 1980 s,the first set of Chinese textbooks were issued by the TEA,and as a country of immigration,Malaysia was systematically learning about its own culture while passing on Chinese culture.In different national and social contexts,there are significant differences in the attitudes and presentation of Chinese culture in the art textbooks of the two countries.This thesis compares the Malaysian Tung Education General Edition’s High School Art and the Chinese Humanities Education Edition’s High School Art Appreciation by sorting out the current state of relevant research,examining the differences between the system structure,column settings and content selection of art textbooks,summarising the characteristics of the two textbooks,and analysing whether the Malaysian art textbooks,as a vehicle for the transmission of Chinese culture,are objective and truthful in their presentation of Chinese culture and whether they are effective in educating people.Whether they are effective in providing a good nurturing effect.The comparison will help us to better understand the use of art textbooks in Chinese language education in Malaysia,and thus provide ideas for improvement and reference suggestions for textbook design,layout and writing in both countries.This study consists of five chapters.Chapter 1 is an introduction,which describes the background basis of the chosen topic,gives a brief explanation of the relationship between Chinese language education and Chinese cultural heritage in Malaysia,and clarifies the positive significance of conducting a comparative analysis of Chinese language textbooks;Chapter 2 is a literature review,which systematically reviews and compares the current status of comparative studies on art textbooks in China and other countries in recent years,points out the existing studies Chapter 3 compares the curriculum standards of the two countries,which are the basis and guidelines for textbook writing.Chapter 5 is a comparison of the textbooks of the two countries.Chapter 5 is a summary of the two textbooks,combining questionnaires and interview surveys to collect and analyse the use of Chinese textbooks,to understand the current situation of art education and the use of textbooks in Malaysia from an objective and realistic perspective,and to make suggestions for the preparation of the Malaysian Tung Education Association’s version of High School Art based on the results of the questionnaires and interview surveys to help it make suggestions for the immediate textbook reform,in the hope that Chinese language Education can get better and better,continue to pass on and promote the excellent traditional culture of the Chinese nation,and offer aspirations for looking ahead.