Chinese Textbooks Research Articles

Integrated STEM in high school science courses: an analysis of 23 science textbooks in China

ABSTRACT Background STEM education, which features interdisplines and integration of disciplines, influences the reform of curriculum and teaching, and is reflected in Chinese science textbooks. Purpose This study aims to analyse how STEM and its integration factors are presented in Chinese science textbooks. Sample Three sets of high school science textbooks in China, encompass a set of current textbooks nationwide, a set of old national textbooks and a set of old local textbooks, totalling 23 volumes. Each set of scientific textbooks involves physics, chemistry and biology. Design and methods An evaluation framework was developed to analyse STEM and its integrated content from the distribution of STEM content, types, location, degree of closeness and teaching objectives. Content analysis method was used for STEM and its integrated content. Results The quantity of science knowledge is the largest, followed by engineering, technology, and mathematics. Physics textbooks are closely related to mathematics, while chemistry textbooks are closely connected with engineering. The STEM integration is more of an integration involving two subjects, which appears in the text most frequently. Conclusion Although different Chinese science textbooks covered STEM content and its integrated elements, there were differences in publishers and disciplines. The new ideas of science education and curriculum reform can be embodied in science textbooks to update the content.

The System Direction of the Practice of Aesthetic Education in Chinese Textbooks of the Republic of China

The compilation concept of teaching materials is inseparable from the macro historical background of the times. On the surface, the concept of aesthetic education belongs to the concept of education, but in essence it is far beyond the scope of education. It is the product of the modern bourgeoisie in the pursuit of ideal personality. At the end of the Qing Dynasty and the beginning of the Republic of China, with the cultivation and return of a large number of talents studying abroad, western modern aesthetics, aesthetic education and philosophy began to be introduced into China. In addition, Chinese culture has its own aesthetic education traditions such as “poetry education” and “music education”. Under this background, people of insight found the unique value of aesthetic education and affirmed the emotion. The significance and function of interest and beauty in shaping people’s value and promoting the transformation of people’s thinking. The open era and social environment at the beginning of the founding of the Republic of China provided an extremely broad platform and space for the implementation of reform in the field of education, promoted the reform of educational thought and the purpose of compiling teaching materials, and injected a new resource of aesthetic education into the compilation of Chinese teaching materials in the Republic of China.

Cultural Infiltration of Foreign Literary Works in Senior High School Chinese Textbooks

Foreign literary works are an important part of Chinese textbooks in high schools. However, the exam-oriented education results in a marginalized and unsatisfactory teaching of foreign literary works. Based on the high school Chinese textbook by PEP (People’s Education Press), teaching practices, and requirements of the new curriculum standards, this article analyzes the foreign literary works in the textbook, explores its value and the infiltration of cultural spirit in teaching, discusses the problems in teaching, as well as provides suggestions to them in hope to gain attention in the teaching of foreign literary works, broaden students’ horizons, and cultivate their humanistic spirit.

On the Compilation of Chinese textbooks for Korea Lee Dynasty

On the Compilation of Chinese textbooks for Korea Lee Dynasty

Analysis on the Localization Characteristics of Phonetic Teaching in Chinese Textbooks in Hungary and Italy

In the context of the global Chinese language boom, Hungary and Italy are countries along the Belt and Road, and the Chinese language learning in the two countries is in the ascendant. However, the number of small language textbooks published on the market is scarce. For this reason, this article selects Hungarian Chinese Textbook and Italian Learn Chinese to analyze and compare the localization characteristics of phonetic teaching, hoping to provide concrete and substantive suggestions for future revision or compilation of targeted localized Chinese textbooks.

The Grammatical Form of Content and Functions Words in Chinese Textbook for Indonesian Students

With the rapid of China‘s society development, chinese content and function words had their own development in static and dynamic form in grammatical form. Indonesian students have to know well about the functions and characteristics of Chinese content and function words in order to learn and used Chinese words. This research used qualitative method and the category based on Modern Chinese Dictionary (现代汉语词典Xiandai Hanyu Cidian) to categorize the vocabularies in Contemporary Chinese textbook. The results showed that 46% of content words were nouns, 26% were verbs, and 13% were adjectives. The content words in Contemporary Chinese textbook include six parts of speech in the category of content words were nouns, verbs, adjectives, numerals, measure words and pronouns. The function words in these content words were categorized into four of six parts, there were adverbs, prepositions, conjunctions, auxiliary words. There were no exclamation words, onomatopoetic words in the textbook. 42% of function words were adverbs, 17% conjunction words, 13% were prepositions, and some function words category had unique characteristics, such as the adverb ―把ba and―离li, the auxiliary words (―的de，―得de，―地de).

Constructing Assessment Indicators Weight System of Digital Business Chinese Materials

Learning business Chinese through digital materials has become an inevitable tendency with the growth of the internet and impact of the COVID-19 pandemic. Despite the increasing research-based publications and practices relating to Chinese language textbooks, there is a dearth of assessment indicators weight systems constructed by alternative research tools and statistical methods to evaluate the quality of the growing digital business Chinese materials. To the best of our knowledge, no literature review has been published on using the analytic hierarchy process (AHP) method to construct the assessment indicators of digital business Chinese materials. Therefore, this study aims to fill this gap by reviewing the existing, but limited, literature and providing recommendations for developing a checklist—based on the assessment indicators weight system—to evaluate digital business Chinese materials. The preliminary PC2U (Production, Content, Use, and Usefulness) assessment indicators are constructed based on the current research on business Chinese, CLTML, and relevant assessment indicators. In addition, the analysis hierarchy process (AHP) is used to construct the weight system. The results show that it is crucial to prioritize the access of digital business Chinese content. Of the three criteria in the content dimension, learning needs and credibility are equally important, and both are more important than data update. The assessment indicators are not only beneficial to fill the knowledge gap on business Chinese research, but also helpful for publishers and teachers to compile and select high quality digital business Chinese materials.

《博雅??》中??式?合?的??分析

This paper made comprehensive analysis of separable words in Boya Chinese -- a classic Chinese textbook for foreigners from the perspective of number, distribution rules and recurrence rate. And the author also analyzed the part-of-speech tagging, phonetic notation, paraphrase, grammar explanation and practice of the separable words in Boya Chinese.

Textbook Digitization: A Case Study of English Textbooks in China

The continuous promotion of e-teaching materials in the international education community prompted the Chinese government to incorporate the use of e-teaching materials in its educational system in 2010. This article introduces the different definitions of e-teaching materials in Chinese and international academia, analyzes the benefits and shortcomings of e-teaching materials by using the 2019 version of the English textbook for high school from The People’s Education Press. The study employs content analysis to provide an in-depth interpretation of how task setting in three textbooks reflects an inclination towards e-teaching materials from four aspects: listening, speaking, reading, and writing. Randomly selected units in three textbooks are used to discuss how digital elements contribute to the textbooks and to the emergence of the e-learning trend. Although China’s textbooks are not fully digitalized, a variety of teaching contexts, resources, and content connotations that appear in existing textbooks indicate that e-learning is now an essential element in Chinese English-learning textbooks.

2015 개정 중･고등 한문교과서에 수록된 포용 가치 양상에 대하여

2015 개정 중･고등 한문교과서에 수록된 포용 가치 양상에 대하여

Nanjing Massacre in Chinese and Japanese history textbooks: transitivity and Appraisal

ABSTRACT This paper draws upon transitivity and Appraisal within Systemic Functional Linguistics (SFL) to study the traumatic discourse of Nanjing Massacre in Chinese Mainland’s and Japan’s history textbooks. Through corpus analysis, this research finds that the Chinese discourse mainly uses effective process, relational process, verbal process to construe Japan’s victimizering experience and China’s victimhood, and employs negative Affect, opposite values of Judgment, negative Appreciation, Expand, Raise and Sharpen to construct a critical voice for the Japanese army and a sympathic tone for the Chinese. By contrast, the Japanese discourse largely uses pseudo-effective and middle processes, mental and existential processes to cover up Japan’s victimizering experience, and employs negative Judgment, positive Appreciation, Contract and Raise to construct an almost uncritical voice for the Japanese army and the massacre. The difference in the representation and evaluation of Nanjing Massacre results from the politics of official memories in both countries. As China endeavors to strengthen its patriotic education by using Nanjing Massacre as an ideological weapon for national solidarity, Japan expedites its nationalist historiography move to recreate its normal national image by marginalizing the massacre.

Making sense of religion: a qualitative inquiry into students’ conceptions of religion in two Chinese regions

ABSTRACT The way religion is taught in Chinese schools is drawing attention, as challenges arise associated with the resurgence of various religious traditions in contemporary Chinese society. Existing research has revealed that the decades-long institutional separation of religion and education in China has had a complex effect on Chinese students’ understanding of religion. Efforts have been made to understand how Chinese textbooks present religion, but little is known about how students form their own perspectives on religion. Drawing on data collected in two geographical regions of China, this study explores how students conceive the meaning and role of religion. The findings reveal several key themes in the students’ understanding of religion, on topics including the association of religion with superstition, the relationship between religion and science, and the role of religion in modern society. The findings also have implications for how the Chinese school curriculum might be reformed in regard to the teaching of religion.

Study on Teaching Strategies of Novels in Secondary School—Taking Chinese Textbooks of People’s Education Press as an Example

As one of the four common literary genres, the novel has been receiving much attention and favour for a long time, and has its unique shining point, including mythology, chivalry, kung fu, science fiction, mystery, love, etc. Contents of the Chinese textbooks of People’s Education Press are diverse. There are more than 20 novels selected in secondary school Chinese textbooks for teachers and students to learn. Though it is small in proportion, it is worth studying. This paper explores the teaching strategies of the novels in the Chinese textbooks of People’s Education Pressinsecondary school, and tries to find out the ways in which teachers improve students’ learning interest in classroom teaching, so as to put the novel teaching into practice effectively.

Footnotes on Chinese-American Girlhoods

Footnotes on Chinese-American Girlhoods May Hathaway The Xias moved out of their house last week after four years of gossip. "Like a presidency," someone's father quipped at the Chinese school dinner party yesterday, and we all laughed because we knew we were supposed to. It was the first dinner party that none of the Xias had attended, and our parents were drunk on giddy schadenfreude and Costco wine. The Xias had entered our orbits pleasantly enough, what with Caroline's enrollment at Chinese school. It was the exiting that was thornier. The Xias were unremarkable people: two sullen-looking third-wave1 immigrant parents and a petite girl named Caroline. Her brother occasionally came into the picture too; he was off at a good college.2 They both had particularly nice smiles, wedge-shaped and bright. That was all we knew about them until Mrs. Xia signed Caroline up for Chinese school and Caroline became our friend. Our middle-of-nowhere suburb's surprisingly vibrant Chinese community revolved around Chinese school. As longtime Chinese school attendees, we had banded together more out of necessity than out of choice. Chinese school is a lonely place without friends, and boredom is especially painful for tweens. We knew each other loosely; gaining close friends would mean that something good had come out of Chinese school, which we refused to admit. Every Saturday, our parents drove us to the high school at the center of town, where we sat in musty classrooms with posters of literary terms plastered on the yellow walls. Caroline often read them when she was bored of copying characters from the Chinese textbooks. She confused Romanticism with romance once, which is funny in retrospect, but back then, we took her word for it. We didn't know any literary theory either. The blind leading the blind. Mira Zhang had been the quintessential cool girl of Chinese school until she dropped out in her last year. It was from her that we [End Page 71] learned that Chinese girls could dye their hair blonde, that eyeliner worked magic if you knew how to use it properly, that white kids would let you be reckless with them if you were smart about it. Mira was perhaps too smart about it because pretty soon she stopped showing up to class, so we were devoid of a role model. Our parents told us to be more like Katherine Chu, but frankly, we would have rather died. Katherine, with her heavy eyebrow-grazing bangs and thick wire-frame glasses, was not the kind of girl we aspired to become. Sure, she was polite to adults. But we knew that Katherine was lonely, that she hated playing the violin, that she was never going to win Mathcounts3 no matter how hard she tried. Caroline was different. Only filial4 kids went to Chinese school, but we didn't know that. Caroline Xia knew that from the very beginning, and she also knew that she was anything but filial, and she went anyway. She was so good at blending in. We really, really liked Caroline. That's not an exaggeration. Nowadays, we brush off gossipy inquiries from our parents with echoes of I barely even knew her or We never talked, but that's only because we've gotten good at lying.5 We adored Caroline, the only girl in the entire world who knew how to be Chinese and American at the same time. But there was a lot we didn't know about how she straddled that line. Chinese school was a place of community—we had a running theory that our parents had only enrolled us in order to meet fellow Chinese-American immigrants to gossip and commiserate with—but it was also a place of subtle competition. We wore sweaters that we had received at bat mitzvahs to prove that we had Jewish friends, and from time to time, we stirred up drama at the dinner table by pushing our bowls of rice aside and asking for spaghetti. We liked to pretend that we were cool, that even though everyone else was having trouble making white kids like them, we...

Collective remembering of Confucianism in Chinese language textbooks

This study focuses on the collective remembering of an ancient system of meaning, examining content and changes in the construction of Confucianism in Chinese textbooks. The data consists of 84 editions of Chinese language teaching textbooks published by the People’s Education Press from 1949 to 2019. Content analysis shows that Confucianism is and was barely represented in this corpus. Thematic analysis shows that: (i) Only Confucius and Mencius were recognized as Confucian masters. (ii) Representations of Confucianism in the textbooks come from The Analects, Mencius, The Book of Rites, and The Book of Poetry, all of which are more than 2000 years old. (iii) Except for the 1970s, Confucianism was represented in a positive or at least neutral way. (iv) Confucianism is represented in a distant, abstract, decontextualized, and apolitical way, disconnected from students’ daily life. This gives insight into how a core representation stripped of its peripheral elements can lose meaning, and lose its normative influence on behavior. Contributions to collective memory, and implications for how to edit Chinese language textbooks to be more engaging are discussed.

Proposal of the task-based approach in standard Chinese textbooks. Suggestions from localized didactic materials

Recently the majority of theories for second language acquisition emphasize the functionof language. In the case of the Chinese language, due to its peculiarities, most of the standard textbookcontinue to be based on the synthetic syllabus, which reflects the importance of language structure.How to achieve the balance between language structure and function is a question that must beconsidered and resolved within the teaching of Chinese and the compilation of textbooks. To achievethis integration of form and meaning in standard Chinese manuals, as well as the promotion of thestudent's communicative competence, the investigation intends use the task-based approach, whichfocuses on the meaning and use of language, as a complementary method to structuralist didacticstrategies. To exemplify the application of this method, the localized textbook Camino al Chino hasbeen taken as a model, which will address the way in which the task-based approach can be introducedin the presentation, practice and production phases in a standard manual.

Sociological Analysis of the Occupational Role Stratum in Primary School Chinese Textbooks

Judging from the existing textbook analysis and research, there is currently less attention to the occupational role in the analysis of primary school Chinese textbooks. This research takes the 12-volume edition of the primary school Chinese textbooks as the object, and uses text analysis to analyze the characters in the textbooks. According to Bourdieu’s theory of cultural class, the occupational roles are counted and divided into the dominant class, the middle class and the ordinary class. The class and gender differences behind the occupational roles are analyzed, and the problems existing in the professional role classes in the teaching materials are found. The corresponding modification suggestions were made.

漢語 학습서 『唐話纂要』 齒音 小考 - 『全韻玉篇』 남방계 방언 齒音과의 비교를 통해 -

This paper looks into the dental sounds found in the “Towasanyo(唐話纂要)” which was a Japanese textbook for learning Chinese where it records the Chinese original sounds of the Edo period in Japan with their katagana(カタカナ) system. Initially, the current voice sounds from the regions of Nanjing(南京), Hangzhou(杭州), Ningbo(寧波) and Zhangzhou(漳州) which are mentioned as regions related to Dangeum (refers to the Chinese used by translators in Nagasaki during the Edo period) were taken and compared to study how their special characteristcs were reflected in the Towasanyo where the Chinese sounds of the 18th Century focused on the said regions were copied into the book using katagana. Then, the special characteristics of the Old Mandarin(早期官話) where the voiced sound developed into voiceless sounds as well as the contents of the Jeonwoonokpyeon(全韻玉篇) which has been evaluated to demonstrate the special characterists of the Koreanized Chinese sounds during the latter half of the Joseon period were taken and studied for comparison purposes. All these comparisons were for the ultimate objective of seeing if the phenonmenon of the voiced sound becoming voiceless that occurred in the Towasanyo had also happened.<BR> Through this research, it was confirmed that even though the Towasanyo was a Chinese textbook that was written in the 1700s, it was partially following the systematic approach where the Chinese sounds are analyzed and categorized into “ch’i-du/choing-ch’i”(齒頭/正齒) sounds within the Middle Chinese(中古音). Within the contents of the Towasanyo, the recorded classification of the voiced and voiceless sounds were found to be relatively precise while in the Jeonwoonokpyeon (全韻玉篇), the recorded classification of the “jeon-cheong/cha-cheong”(全淸/次淸) that comes under the voiceless sounds were found to be relatively explicit. In short, the Chinese sounds of Japanese and Korean which are evaluated as having received a lot of influence from the Middle Chinese can be seen as having recorded the phonological discrimination qualities of the voiced and voiceless sounds in the process of accepting the Middle Chinese language according to their own native word sound system which in turn was recorded as katagana and Huminjeongeum respectively.

다문화교육 기반 초등 중국어교재 개발 방향 연구

In the current elementary Chinese education, the implementation of the perspective of multi-cultural education has great significance since it can positively bring the multi-cultural characteristics of Korean society into class and can develop students’ competence for cosmopolitans living in the age of multi-culturalism. Against this backdrop, this study aims to seek the directions of the development of elementary Chinese textbooks needed for the integrated operation of elementary Chinese education and multi-cultural education. As a baseline study for the ultimate goal, elementary Chinese textbooks currently used at schools were analyzed for evaluation. Then, the results of the analysis were used to propose the directions of the development of textbooks on multi-cultural education in the following areas: the purpose of the textbooks, the presentation of contents, and learning activities. It is expected that, from this study, there will be active discussions on Chinese education, which will not only develop students’ linguistic competence of Chinese but also cultivate the multi-cultural competence at the elementary school in the future.

An Analysis on Response Words of ‘meiguanxi’ and ‘meishi’ and Educational Proposals : Focused on Chinese Conversation Textbooks and Film scripts

An Analysis on Response Words of ‘meiguanxi’ and ‘meishi’ and Educational Proposals : Focused on Chinese Conversation Textbooks and Film scripts