Chinese Textbooks Research Articles

Research on Narrative Reading Teaching Strategies in Upper Elementary Grades of Elementary Chinese Textbooks under the Concept of Learning Task Groups

This study delves into the strategies of teaching narrative text reading in higher grades of primary school under the Unified Edition Chinese Textbook, guided by the concept of Learning Task Groups. The concept, a novel educational approach, emphasizes designing a series of interconnected, progressively deepening learning tasks to stimulate students' interest in learning and foster their comprehensive thinking and learning abilities. Through methods such as questionnaires, interviews, and classroom observations, the study comprehensively analyzes the current state of narrative text reading instruction in higher grades. It highlights the challenges faced by teachers in designing and implementing learning tasks and proposes targeted improvement strategies. The implementation of the Learning Task Groups concept, as evidenced by specific case studies and practices, has been shown to effectively enhance students' reading comprehension, language expression, and innovative and critical thinking abilities. Despite challenges like limited resources and individual differences among students, the study suggests that enhancing teachers' professional capabilities and optimizing educational resources can further promote the effectiveness of teaching strategies. Finally, the paper provides comprehensive suggestions for education policymakers, educators, and frontline teachers, emphasizing the need to focus on the holistic development of students, advocating innovative teaching methods, and improve the quality of education to nurture well-rounded individuals equipped with critical thinking, innovative capabilities, and a sense of social responsibility.

A Study of The Compilation in Chinese Teaching Materials for Malaysian Junior High Schools: Taking Ancient Poems as An Example

Ancient poem, which is an important part of Chinese literature in ancient China, contains rich cultural and educational values, and plays an important role in the process of Chinese teaching in Malaysia. It has become an indispensable part of Chinese textbooks. Mastering the selection and arrangement of ancient poem in textbooks not only helps with textbook research, but also has important significance for teachers' teaching and students' learning. This article takes the ancient poem textbook in Chinese (KSSM) as the research object to analyze and discuss its selection and arrangement of articles, and summarizes the selection and arrangement characteristics of ancient poem textbooks in Chinese (KSSM) .

Analysis of Oral Practice in Chinese Textbooks for Korean High Schools and Teaching Cases - A Case Study of『Chinese I』

Analysis of Oral Practice in Chinese Textbooks for Korean High Schools and Teaching Cases - A Case Study of『Chinese I』

Inheritance and Innovation of Traditional Culture in Primary School Chinese Curriculum

With the development of society and the acceleration of globalization, the status of traditional culture in modern education has become increasingly important. The primary school stage is crucial for students' cultural cognition and value formation. Therefore, inheriting and innovating traditional culture in the primary school Chinese curriculum is particularly significant. This study analyzes the traditional cultural content and teaching implementation in current primary school Chinese textbooks. It proposes inheritance strategies, including textbook compilation and content optimization, teacher professional development and training, and stimulating students' learning interest. Additionally, it explores innovative approaches such as the application of multimedia technology, interdisciplinary integration, and project-based learning. The research results indicate that systematic inheritance strategies and innovative approaches can effectively enhance students' interest and recognition of traditional culture, promoting their comprehensive language arts development.

The Curriculum Practice of Cross Domain Competence Oriented Aesthetic Education－Taking Height Measurement On The Tree

<p>本研究在探究國小低年級跨領域素養導向美感課程「身高樹」之實施歷程、困境、解決策略及實施成效。研究者以翰林版國小二級國語教材結合自編美感課程教材做為跨領域美感課程，以TSING國小2年級學生為對象，進行為期6個月的課程實踐，將課程設計理念及實踐經驗視為作品（works of art），辨析其美感性質。透過學生學習檔案、課程觀察紀錄、回饋單、省思札記、跨領域美感教學課程檢核表等，取得質性研究資料，進行分析與討論。本研究主要發現如下：一、以跨域統整架構情境化的課程，透過滾動式修正，可發展素養導向美感課程。二、跨領域素養導向教學美感課程發展時可透過教師營造生活美感體驗機會、小組合作、正向鼓勵、典範學習等進行有機整合，解決教學時數問題。三、跨領域素養導向美感課程「身高樹」，利用校園空間營造美學教育，探索體驗，增加學生對環境美的感知能力，能有效提升低年級學生學習興趣及成效。四、參與專業社群、增能研習等歷程，透過社群專業對話，認識核心素養，並進行課程實踐歷程探究，建立分享機制，與夥伴共同進行教學改良與精進，亦可促進教師專業成長。</p> <p> </p><p>This study investigates the implementation process, challenges, solutions, and impacts of the “Height Measurement on The Tree,” a cross-disciplinary and competency-oriented aesthetic program designed for junior elementary school students. The researcher designed this cross-disciplinary aesthetic course by integrating the Hanlin version of the second-grade Chinese textbook with a self-compiled aesthetic course textbook and conducted a six-month teaching session with a group of second-grade Tsing primary school students. This study examines their aesthetic nature by treating the course design and practical experience as works of art. Qualitative research data were collected from students’ learning files, class observation records, feedback sheets, reflection notes, and cross-disciplinary aesthetic teaching curriculum checklists. Based on the analysis and discussion of the data, this study reaches the following conclusions: 1.A cross-disciplinary, contextually adapted course framework with iterative corrections can facilitate the development of cross-disciplinary and competency-oriented aesthetic courses. 2.The issue of limited teaching hours can be addressed through the organic integration of courses, which includes creating an aesthetic experience of life, fostering group collaboration, providing positive reinforcement, and promoting model-based learning. 3.Participation in the ""Height Measurement on The Tree,"" a cross-disciplinary and competency-oriented aesthetic program, significantly enhances junior students’ learning interest and improves learning outcomes. 4.Teachers can advance their professional growth by engaging in professional communities and participating in enhanced programs. Effective course design can overcome the limitations related to scheduling and disciplinary constraints, aligning with actual learning contexts. Teachers can learn to integrate multimedia into their teaching by strengthening their expertise in art. By exploring the teaching process and establishing mechanisms for sharing, more educators can recognize the potential of a new curriculum. Administrators should consider a broader range of feedback to improve the curriculum.</p> <p> </p>

Creating Real Situations, Developing Thinking Tools Design and Implementation of the Interdisciplinary Project Autumn Museum for Lower Grades of Primary School

Childrens expressive abilities need to be gradually built. In the lower grades of primary school, real situational tasks should be used as the teaching environment, students task inquiry activities as the main line of learning, and language interaction between teachers and students as the teaching technique. The ultimate goal is to enhance individual language experience centered on students pragmatic abilities. By using situational tasks as the main line, continuously providing students with tools for expression, and achieving the learning objective of childrens creative expression through a structured language construction process. This paper develops and designs an expressive literacy course based on the first semester Chinese textbook for first graders.

Review of International Chinese Teaching Materials Research

In recent years, the influence of Chinese in the world has gradually increased, and the textbooks related to international Chinese education have also attracted wide attention from the industry. After 2000, the compilation of international Chinese language textbooks has entered a prosperous period, which also reflects the new trend of international Chinese language education in China. Language Teaching and Linguistic Studies is the first professional academic journal featuring international Chinese teaching in China. The article mainly summarizes the international Chinese textbooks published in this journal in the past two decades, and mainly uses the literature analysis method to summarize the compilation principles, principles, strategies and deficiencies.

Study of Festival Folklore in Ancient Poems in Chinese Textbooks for Senior Middle Schools: On the Festive Folklore Teaching Strategy for The Charm of A Maiden Singer

As an intangible cultural heritage, festival folk customs are encountering internal and external troubles. Although it is faded by Chinese people in social life, it is eternally preserved in literary works. According to the new curriculum standard, “cultural inheritance and understanding” is one of the core literacy aspects of Chinese subjects in senior high schools. On this basis, this study probes into the strategy of using Chinese teaching to inherit the “intangible cultural heritage” of festival folk customs. First of all, the connotation of festival folklore should be clarified. Secondly, the content analysis can be used to explore the distribution of festival folk customs in ancient poems in the unified version of Chinese textbooks in senior high schools. Specifically, when it comes to the structure, festival folk customs are non-systematic with limited appearances in ancient poems. From the aspect of content, festival folk customs briefly introduce the festivals and their cultural connotations embodied in the textbooks but neglected by current society. As for the function, festival folk customs can be analyzed from three carriers such as time, folk and emotions for classification. Finally, taking The Charm of A Maiden Signer as an example, the feasible way of integrating festival folk customs into the teaching of ancient poems is proposed. Compared with the general teaching plan, such a design is original, which allows students to experience the national aesthetic tradition of “harmony between man and nature” during the Mid-Autumn Festival with the unique beauty endowed by Dongting Lake. Taking festivals and folk customs as a leadin of teaching can dig out the cultural connotation contained in ancient poems more deeply and accurately, so as to expand the profundity of teaching and improve students’ ability to appreciate ancient poems.

Representation of the views of nature and human-nature relationships in chemistry textbooks: a comparative analysis

ABSTRACT Science textbooks play a crucial role in shaping students’ knowledge, attitudes, and behaviours towards nature, impacting the effectiveness of environmental education. This study provides a comparative analysis concerning the views of nature and the human-nature relationships represented in Chinese and U.S. chemistry textbooks (grades 10–12), aiming to inform environmental education in the field of science education. Content analysis was applied to examine and compare the representation patterns of the views of nature with four sub-dimensions (i.e. metaphors of nature, environmental emotions, types of nature, values of nature) and of the human-nature relationships. A five-volume Chinese textbook and one U.S. textbook were targeted. Proportionality calculation, Chi-squared tests along with Cramer’s V were conducted to identify similarities and differences in their representation patterns. Comparative analysis results demonstrated more commonalities than divergences in the representation patterns of Chinese and U.S. chemistry textbooks. Specifically, there were no statistically significant differences in the representation patterns of metaphors of nature, environmental emotions, types of nature, and humans-nature relationships. However, a significant difference was found in the representation patterns of values of nature. The major findings of this study are discussed and several implications for future research and practice are provided.

How do Chinese and Egyptian science textbooks differ? A cross-country comparative research

Textbooks have a crucial role in shaping students' knowledge, behaviors, and attitudes in different school subjects. This study compares the structure and content of science textbooks of grade nine in Egypt and China to reveal the common and different features in the textbook design. It opts for a horizontal analysis of four science textbooks in the associated countries. The results revealed that the distribution of science subjects has partial similarities to some extent among the preparatory stage between the Chinese and Egyptian science textbooks besides the overlapping in the associated topics, presenting Biology as a common subject of interest. Moreover, the number of activities distributed within units and subjects have the highest shares in the Chinese textbooks, and most of the activities in the Egyptian textbooks focused on Chemistry and Physics subjects. In addition to the structure analysis, this study also explored the textbooks content in both countries, covering three dimensions: (1) cognitive expectations, (2) learning goals, and (3) efficiency of illustration. The results provide valuable insights for textbook designers and curriculum developers to enhance the quality of science curricula and textbooks. Therefore, the study recommends considering instructional design and lesson plans when distributing the learning activities and developing international standards for designing school science textbooks.

Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers’ Perceptions

Abstract This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.

Using social network analysis to investigate mathematical connections in U.S. and Chinese textbook problems

Textbooks, as potentially implemented curricula, play an important role in supporting classroom teaching and learning. Mathematical connections, one of the essential and hot topics advocated in mathematics education, have been emphasized in national curriculum reforms in various countries. However, little is known about the connection networks represented in school textbooks; even less has been done to compare textbooks from different countries. In this study, we propose an innovative method for examining how connections are represented in two popular U.S. (the UCSMP series) and Chinese (the PEP-A series) high school textbook problems involving quadratic relations. By using social network analysis, we identified 1129 connections, characterized connection networks into dense, moderate, and sparse digraphs, identified influential, prominent, and dual concepts and representations, and evaluated the strength between typical and reverse connections. The results revealed that the Chinese series presented a denser network of balanced between-concept connections but limited within-concept connections. The U.S. series exhibited more within-concept connections but emphasized typical connections, thus validating the potential of this innovative method. From this study, we suggest that our novel method provides a theoretical contribution to textbook analysis and connection analysis, which has rich implications for practice, for example, examining the network of connections students construct as a way to assess and to promote their conceptual understanding, and our approach opens the possibility of adopting new and efficient analytical tools from social network analysis in mathematics education research.

Textbook Error Theory about Aragonite Structure

Science constantly discovers new theories and concepts, overturning erroneous theories and concepts. Textbooks never correct, fallacies are left to future generations. There are two erroneous theories about the structure of aragonite in textbooks: (1) The authoritative Chinese textbook “Outline of Shellfish Studies” by Zhang Xi and Qi Zhongyan believes that shells can be divided into three different crystal structures, with the middle layer being a prismatic layer that occupies the majority of the shell and is composed of calcite (cubic crystal system, hexagonal crystal cells). The shellfish academic community in China quotes many Japanese literature, and these theories may have been copied from Japan. (2) The geological crystallography book records that the structural physical properties of aragonite are unstable and will eventually transform into calcite. We use X-ray derivatives found that after a long geological time, aragonite not only did not become calcite, but also the grain is growing large: monocrystalline, calcite is still decreasing, calcite is changing to aragonite.

A Study on the Adaptability of State-compiled Chinese Textbook for Primary Schools in Guizhou Ethnic Areas

A Study on the Adaptability of State-compiled Chinese Textbook for Primary Schools in Guizhou Ethnic Areas

Folk Elements Compilation in Chinese Textbooks for Thai Elementary Schools

Background and Aim: Folk customs are an important part of culture, studying Chinese folk culture not only enhances Chinese learners’ language proficiency but also promotes their cultural exchange and fosters cross-cultural understanding. This research focuses on the folk elements in Chinese textbooks for Thai elementary schools, aiming to analyze the compilation of folk elements in terms of quantity, proportion, content, and difficulty level. Materials and Methods: A combination of literature review, comparative analysis, and interview methods is employed in this article to analyze the folk elements in six representative sets of Chinese teaching materials used in Thai elementary schools. Results: It was found that 1) The six representative sets of Chinese textbooks for Thai primary schools have rich and diverse folk elements, totaling over 4500. 2) Material folk elements are the most prominent, accounting for about 40.1%. They are followed by linguistic folk elements, comprising about 33.1%. Social folk elements comprise approximately 20.8%, while spiritual folk elements are the least represented, making up about 6.0%. 3) The folk elements are related to various social life topics and the associated Chinese vocabularies and expressions. 4) The difficulty levels of folk elements can be divided into elementary, intermediate, and advanced. Among them, elementary-level elements constitute the majority, comprising about 82.8%. Conclusion: Most of the representative Chinese textbooks in Thai primary schools have various types of folk elements. These folk elements may help Thai children grasp elementary Chinese vocabulary, social rules, and customs, and cultivate their awareness and ability for cross-cultural communication.

Intersecting language and society: a prototypical study of Cinderella story translations in China

The stories of Cinderella, highlighting the theme of kindness, are classic children’s literature worldwide. In China, the translation of the Cinderella stories has been listed in the Chinese textbook series launched in 2004, exerting a profound influence on generations of Chinese readers. This study investigates how Huiguniang, the Chinese counterpart of the character Cinderella, has become a household name among Chinese children. By examining the changes, correlations, and shifts of their prototypical features under the framework of the Aarne-Thompson-Uther classification in the three Chinese translations of the Cinderella stories and the ancient Chinese folklore The tale of Ye Xian, the study examines how factors such as external stability, internal dynamic trade-offs, and the iterative nature and empowerment of translation have popularized and canonized Huiguniang in China. The study further extends its focus within the broader context of discourse studies, embracing the intersections of language and society, as it brings to light the intricate dynamics of translation, empowerment, and cultural reception.

统编版高中语文教材中女性形象的教育价值

统编版高中语文教材中女性形象的教育价值

Proverbs and sayings in modern Chinese textbooks for studying Russian as a foreign language as tools of creating the image of Russia

In Russian as a foreign language textbooks, proverbs and sayings dedicated to Russian culture are often encountered. These fixed expressions enrich the foreign students’ associations with Russia and its people as well as comprehensively draw a truthful and vivid image of Russian culture, and enhance the students’ interest in studying the Russian language. In the present research, proverbs and sayings are considered not only as a culturological phenomenon but also as a means of shaping an image of Russia in Russian as a foreign language textbooks. The object of the study is the Russian proverbs and sayings in modern Chinese textbooks of Russian as a foreign language. The article examines the role of the Russian proverbs and sayings as the tools for creating the image of Russia in modern Chinese textbooks of Russian as a foreign language. The material of the paper consists of proverbs and sayings in the textbooks "Russian Language in Universities" published in China from 2008 to 2014. Using continuous sampling method, we have identified more than 250 Russian proverbs and sayings. The methodology of the work combines elements of comparative and content analysis of the source data. The scientific originality of the study involves identification of the structure of Russia’s image represented by the proverbs and sayings under consideration. The article identifies and analyzes the following components of the image of Russia created by proverbs: natural, historical images, images of spiritual culture and everyday life. Proverbs and sayings are a phenomenon of human existence, fragments and treasures of popular wisdom. They reflect the natural image, character, mentality, worldview of the people who created them, their traditions, customs, and history, etc. Considering both linguistic and extralinguistic factors, the author concludes that in modern Chinese textbooks of Russian as a foreign language, Russian proverbs and sayings have become effective and constructive means of stimulating rich associations about Russia among students, and they shape a typical natural image, a rich image of spiritual culture, multifaceted everyday life, and a comprehensive historical image of Russia.

On the Educational Significance of Tragic Works in High School Chinese Textbooks—Taking “Thunderstorm” as an Example

On the Educational Significance of Tragic Works in High School Chinese Textbooks—Taking “Thunderstorm” as an Example

人教版与统编版初中语文教材中国古典小说选编比较研究

人教版与统编版初中语文教材中国古典小说选编比较研究