Relevant bibliographies by topics / Chinese textbook

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Chinese textbook'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Chinese textbook.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Chinese textbook"

Zhu, Shiqian, and Qianqian Kang. "A Cross-National Comparison of curricula in China and the US in Terms of Team Education: The Case of One-Dimensional Equation." Journal of Education, Society and Behavioural Science 36, no. 11 (2023): 70–81. http://dx.doi.org/10.9734/jesbs/2023/v36i111279.

Full text

Abstract:

Based on the STEAM concept, researchers study the two representative secondary school mathematics textbooks in China and America by using a quantitative analysis method and get the following conclusions: similarities: both textbooks embody the concept of STEAM education, focusing on the breadth of knowledge covered by the textbooks; both textbooks focus on the integration of disciplines, especially on the integration of mathematics and science and technology. Differences: The focus of the two countries’ textbooks is different. The Chinese PEP textbook emphasizes the knowledge of history and environmental engineering, while the American GMH textbook is more diversified and covers a wider range of knowledge and culture, reflecting the distinctive national characteristics of the two countries; the Chinese PEP textbook has a deeper depth of knowledge as a whole, while the depth of knowledge of the American GMH textbook about engineering is deeper than that of the PEP textbook; the Chinese PEP textbook pays more attention to the integration of technology in the mathematics textbook. China's PEP materials place more emphasis on the integration of technical subject knowledge in math materials, while American materials place more emphasis on the integration of engineering knowledge and art knowledge in math materials. By analyzing and evaluating the integration of STEAM concepts into junior high school mathematics textbooks in two countries, this study provides implications for mathematics education researchers and workers, especially textbook developers and writers, in this direction of research.

APA, Harvard, Vancouver, ISO, and other styles

Wang, Jie. "Measurement Analysis and Evaluation of Twenty-Five Years of Chinese Mathematics Textbooks: Visual Analysis Based on CiteSpace Knowledge Graph (1999–2024)." Journal of Contemporary Educational Research 8, no. 6 (2024): 243–54. http://dx.doi.org/10.26689/jcer.v8i6.7110.

Full text

Abstract:

At present, textbooks based on core literacy have become the inevitable demands of China’s curriculum reform, and the literacy of textbook goal construction is the key to the implementation of core literacy requirements, which is a huge challenge for textbook compilers. In this paper, we use the visual metrology of the CiteSpace knowledge graph to analyze Chinese mathematics textbooks (1999–2024), hoping to guide the future direction of Chinese mathematics textbook research.

APA, Harvard, Vancouver, ISO, and other styles

Ning, Dali. "The Suitability of EAP Textbooks to the Learning Needs in Chinese Context—From a Pre-Use Perspective." Education Quarterly Reviews 2, no. 2 (2019): 305–20. https://doi.org/10.31014/aior.1993.02.02.63.

Full text

Abstract:

The selection of an appropriate textbook has always been a great concern of teachers and students. Frameworks for the evaluation of textbook in previous researches are too complex to help a quick decision. This paper firstly gives an account of Chinese students' needs in learning EAP. It then proposes a framework for the suitability of the textbook and applies it to three textbooks for meeting the learning needs in the Chinese context. The result shows that domestically designed textbooks are, to some extent, inexperienced in the arrangement of content and academic skills, and even in the understanding of the nature of EAP learning. It also reveals that the imported classical textbook though quite experienced and shows general good suitability presents some problems in its suitability to a particular culture. Given the limited researches on EAP textbooks, this study sheds light on the selection and construction of EAP textbook in the Chinese context.

APA, Harvard, Vancouver, ISO, and other styles

Huang, Yuxian, Ying Zhou, Tommy Tanu Wijaya, Kai Kuang, and Mingli Zhao. "A Comparative Analysis on Algebraic Questions in Chinese and Indonesian textbook." Journal of Physics: Conference Series 2084, no. 1 (2021): 012024. http://dx.doi.org/10.1088/1742-6596/2084/1/012024.

Full text

Abstract:

Abstract Textbook has a significant impact on students’ mathematical ability. This research aims to analyse algebraic questions in Chinese and Indonesian junior high school textbooks. This research was done at Guangxi Normal University, China from November to December 2020. The textbook analysis was done using a quantitative method on three aspects, which were presentation, context, and type of answer. Other aspects considered were proportional of algebra chapter in the textbook and how questions were presented. Chinese textbooks gave more contextual questions but there were a lot more of open-ended questions in the Indonesian textbook. From this research, we can conclude that both Indonesian and Chinese textbooks have their own advantages that can be adopted in both countries. Future research can talk about how class activity and teacher teaching method can affect students’ mathematical ability on algebra.

APA, Harvard, Vancouver, ISO, and other styles

Fu, Xiaoou. "The Construction of Cultural Diversity in EFL Textbooks for Chinese Primary Students: A Critical Discourse Analysis." International Journal of Languages, Literature and Linguistics 10, no. 3 (2024): 306–9. http://dx.doi.org/10.18178/ijlll.2024.10.3.531.

Full text

Abstract:

This essay discusses the construction of cultural diversity in English as a Foreign Language (EFL) textbooks for Chinese primary students, particularly for senior students in primary school. For analyzing materials in this textbook, this essay adopts several examples in the textbook to prove that the learning materials reflect different cultural diversity and students’ attitudes on this. Firstly, the essay will briefly introduce Critical Discourse Analysis (CDA), which will be used to analyze the textbook’s cultural diversity. Furthermore, the methodological framework will be introduced by explaining the primary analyzing process, and then the discursive construction of cultural value reflected in the material is analyzed and explained in detail [1]. Also, this part includes the influence of cultural diversity in primary students’ social and ideology identities, which provides a sufficient explanation for designing textbooks considering cultural diversity. Lastly, the conclusion will summarise the main finding and the implications of using ideological teaching materials for Chinese primary students in the EFL education context.

APA, Harvard, Vancouver, ISO, and other styles

Amarbayasgalan, Binderiya. "近二十五年对外汉语教材研究文献分析——基于CiteSpace的可视化分析". Mandarinable: Journal of Chinese Studies 4, № 1 (2025): 103–13. https://doi.org/10.20961/mandarinable.v4i1.2286.

Full text

Abstract:

In recent years, with the continuous development of international Chinese education, the field of Chinese textbook research has shown a flourishing trend. Based on the CNKI database, this study employs Cite Space 6.3 R1 software to conduct a bibliometric analysis of literature on Chinese textbooks for foreign learners from 1999 to 2023. The study systematically examines publication volume, key authors, major institutions, research hot spots, and emerging trends. The findings indicate that Chinese textbook research has undergone four stages: the preliminary stage (1999-2005), steady growth stage (2006-2010), peak stage (2011-2018), and stabilization stage (2019-2023). Regarding research hot spots, topics such as textbook compilation, localization, principles of textbook design, and error analysis have gained significant academic attention. Furthermore, keyword clustering and burst word analysis reveal the evolutionary trends of Chinese textbook research, suggesting that future studies may focus more on personalized, intelligent, and multi modal textbook development. This study contributes to a comprehensive understanding of the current state and development trends of Chinese textbook research and provides insights for future investigations.

APA, Harvard, Vancouver, ISO, and other styles

Du, Siyao. "The Analysis of Vocabulary Teaching in Chinese English Major’s Contemporary College English Book." Journal of Linguistics & Cultural Studies 2, no. 1 (2025): 1–8. https://doi.org/10.70088/20by5v36.

Full text

Abstract:

Vocabulary acquisition is a fundamental component of English language learning and is widely recognized for its critical role in effective communication and overall language proficiency. Given its importance, the evaluation of teaching materials, particularly textbooks, is essential for enhancing the quality of vocabulary instruction. This study focuses on analyzing the vocabulary teaching approach in the Contemporary College English (First Volume), a textbook designed for first-year English majors in China. The analysis excludes the exam units (Units 7 and 14) and concentrates on Text A of each unit, as it constitutes the primary instructional content. Specifically, the vocabulary section is examined in three key areas: word formation, formulaic language, and synonyms and antonyms. The study evaluates the textbook's adherence to the Principled Communicative Approach and identifies areas for improvement in its vocabulary teaching methods. After the analysis, the study applies the Principled Communicative Approach to evaluate whether the textbook’s design aligns with its principles. The findings indicate that while the vocabulary design of the textbook largely adheres to the core tenets of the Principled Communicative Approach, there remains significant room for improvement in several areas.

APA, Harvard, Vancouver, ISO, and other styles

Guruleva, Tatiana. "New Chinese Language Tutorial: Development Algorithm." ARPHA Proceedings 4 (May 31, 2021): 412–23. https://doi.org/10.3897/ap.e4.e0412.

Full text

Abstract:

In conditions that see an increased public interest in the Chinese language study, the Russian education system faces a difficult task of rapidly developing a sufficient number of new effective teaching materials. New educational publications should not only meet the emerging demand for a broad study of the Chinese language, but also fully meet the requirements of modern pedagogical science for textbooks and tutorials. The article features the algorithm for creating a textbook on the Chinese language. In the course of the research, within the framework of the systematic approach, the methods of theoretical and comparative analysis, modeling, longitudinal pedagogical experiment, synthesis and generalization were implemented. As a result of the research, a model of the algorithm for creating a textbook on the Chinese language was proposed. This model includes 11 steps. The analysis of the testing results allowed to conclude about the effectiveness of the developed algorithm. The practical significance of the proposed algorithm for creating a textbook in the Chinese language is that its use will improve quality of the developed textbooks and tutorials in the Chinese language, which, in turn, will contribute to improving quality of Chinese language teaching in schools and universities.

APA, Harvard, Vancouver, ISO, and other styles

Wu, Chun Mei. "Reflecting on Native Culture Involvement in Current College English Textbooks." Advanced Materials Research 219-220 (March 2011): 257–60. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.257.

Full text

Abstract:

Nowadays, most of the Chinese college students acquire more about target language culture than their native culture. Judging from the present distinctive sets of college English textbooks, there exists one common problem: Chinese culture is seldom involved in the textbooks. The textbook is viewed as the very crucial means to cultivate learners’ intercultural communicative competence(ICC). The overwhelming majority of textbook editors attach more importance to the target language culture, neglecting Chinese culture , which results in students’ being poor in ICC. As a successful communicator, proficiency in both the target language and the native language are required of college students.Based on the findings of a survey and a questionnaire, the author proposes some suggestions on textbook reforms with the purpose of promoting students’ ICC.

APA, Harvard, Vancouver, ISO, and other styles

He, Chenxuan. "Radical Awareness and Chinese Character Recognition in Chinese as a Heritage Language: Comparison between Two Textbooks." International Journal of Education and Humanities 11, no. 1 (2023): 223–27. http://dx.doi.org/10.54097/ijeh.v11i1.13158.

Full text

Abstract:

The purpose of this study is to understand the role of radical awareness in Chinese as a Heritage Language (CHL) Learners’ character recognition. In addition, this study also compared the character learning pedagogies in two different textbooks. The Textbook 2 group (Immediate Character Introduction) who had the opportunity to learn the radicals earlier than the Textbook 1 group (Delayed Character Introduction) established radical awareness at an earlier stage and as a result performed better in character writing. Radical awareness has been proved to have a mediation effect between the type of textbook and character writing. These findings provide important implications for selecting CHL textbook and designing CHL coursework. Specifically, it is crucial for CHL instructors to consider the timing of introducing radicals and establishing radical awareness to assist character recognition.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Chinese textbook"

黃錦昌 and Kam-cheong Wong. "Chinese history textbook writing in late Ch'ing China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31207960.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Wong, Kam-cheong. "Chinese history textbook writing in late Ch'ing China /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12228163.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Zhang, Xiaodong [Verfasser]. "Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom / Xiaodong Zhang." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/114036832X/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Chen, Joseph Y. "Make me a blessing a seminary textbook of biblical evangelism for Chinese people worldwide /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Fan, Yong. "New English : a study of the editorial documents of a Chinese-British joint EFL textbook project." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/11760.

Full text

Abstract:

New English is a series of textbooks co-published by the British and Chinese for Chinese students in primary and secondary schools. To explore conflicts and negotiations between the British writers and Chinese editors, the present study examines revisions and corrections based on the editorial work of Book 5 for senior secondary students in the textbook series. In light of a literature review on issues of varieties of English, standard English, China English, and a significant connection between textbook content and context, the present thesis focuses on analyses of revisions and corrections concerning content and language. Relevant findings illustrate (1) how revisions and corrections were carried out to ensure contextual connections between the textbook and targeted students and their learning; (2) how Chinese editors’ understandings of accuracy were related to traits of nativization of English words in the Chinese context; and (3) how Chinese editors tried to maintain a standard use of English by following traditional grammar and official standards for textbook publication in China. The study highlights the efforts of the Chinese editors to achieve local educational objectives, the pragmatic function of English to serve the needs of local learners, and a growing exonormative model of English.

APA, Harvard, Vancouver, ISO, and other styles

Li, Jingyi. "Transmission of cultural values in the production of EFL textbooks for the Chinese primary curriculum." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6573.

Full text

Abstract:

In the global world, cultural issues relating to the subject of English as Foreign Language (EFL) have become important. This is especially the case when considering the EFL curriculum for Chinese Primary Education. Many writers have addressed the nature of curriculum design as knowledge and cultural reproduction, but usually in the North American and European literature. This research takes these debates and relocates them in the context of China as it enters a new market economy, embedded in its own version of ‘internationalism’. The 2001 national curriculum marked the beginning of China’s educational reform. From a reading of this literature, two main questions emerged: 1) what cultural values are transmitted through EFL textbooks for Chinese Primary Education?; 2) how do curriculum-making processes impact upon textbook production? The findings provide an important insight into knowledge and cultural reproduction in Chinese Education, especially in the subject of EFL. Two volumes of EFL textbooks, which were used in primary schools, were selected to examine the delivery of cultural values. Based on these initial findings, the researcher conducted a series of interviews and focus groups in order to trace the process of textbook production and curriculum creation. Participants included educational administrators in the Ministry of Education in China, curriculum designers, textbook editors from both Chinese and foreign publishers as well as classroom teachers. Research findings suggest that, the production of EFL textbooks should be recognised as a part of curriculum-making processes in the context of Chinese Primary Education. The ‘textbook’ can be seen as the ‘official’ interpretation of the Chinese culture. Indeed, the EFL curriculum is recognized as a vehicle for moral education by policy makers and educators. EFL textbooks include many moral messages promoting expected behaviour in contemporary China – ‘diligence, independence, respect and obedience, patriotism and collectivism’. The processes of generating this ‘production’ have spaces for less ‘official’ and more ‘hidden’ curriculum messages. Indeed, ‘lacunae’ – hidden spaces – in EFL curriculum design and textbook production have been identified. Various key players are involved in the curriculum-making process, including the State, its agencies, and intellectuals. However, instead of being a straight top-down structure led by the political elites, the strict control of the State over curriculum policy-making is finely nuanced. In fact, it was found that the practices of curriculum-making involve a complicated State-intellectuals partnership. Further, it is mainly the culture of the intellectual group which is reproduced through the EFL subject in Chinese Primary Education. Textbook editors and censors, inherently part of the intellectual elites, and key players in the curriculum designing process, rely heavily upon their own version of ‘common sense’. This thesis therefore concludes that the ‘hidden spaces’ through which curriculum design, development and delivery take place, generate a more nuanced understanding of Chinese cultural reproduction, than has previously been thought.

APA, Harvard, Vancouver, ISO, and other styles

Tao, Min. "Control, Conformity and Contradiction: Changes in Chinese Language and Literacy (Yuwen) Curriculum from 1980-2010 in China." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16398.

Full text

Abstract:

Inspired by the researcher’s observations of and queries in the language curriculum as a practicing teacher for the past 20 years, this thesis addresses how the high school Chinese language and literacy (Yuwen) curriculum in China is controlled and directed by the social and political dominations from 1980 to 2010 and how the teachers and schools respond to the top-down curriculum change in their teaching practice. This research project fills a research gap of the lack of a systematic study of the Chinese language and literacy curriculum in Western scholarship by conducting an in-depth analysis of the relevant syllabuses, textbooks and teachers’ responses to the curriculum change in China. In doing so, this thesis attempts to achieve two theoretical implications: 1) A test of applicability of the existing literacy and other social theories originated in the Western developed countries to the Chinese context; 2) An empirical study that examines the data obtained in China with a view to enriching and complementing the existing literacy theories. This project is also expected to have impact on the policy makers in China and beyond, like in Australia and the USA where Chinese migrants and international students constitute a substantial learning population.

APA, Harvard, Vancouver, ISO, and other styles

Bing, Zhang. "New digital environment and media competence in education case study of how digital textbook improve chinese teaching in school." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666773.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Jiang, Yu. "Developing Chinese Students' Metacultural Competence: A Chinese Discourse Analysis Perspective." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416295.

Full text

Abstract:

Research by Chinese scholars around cultural distributions and representations in English Language Teaching (ELT) textbooks for university and college education in China in the past decade has argued that these textbooks have been designed to extensively develop Chinese students’ cross-cultural communicative competence. However, it is noteworthy that previous studies have identified that the cultural content of these textbooks has little effect on developing such competence of Chinese students. By analysing the 3rd Edition of the New Horizon College English (NHCE) textbook series (Zheng et al., 2017) used by students whose major is not English, this research contributes towards contemporary explorations in understanding Chinese nativisation and conceptualisation of the English language. This research adopts the iterative rigor of document analysis as proposed by Bowen (2009) which combines aspects of content and thematic analysis. Additionally, for the data from the texts that have associated images, Weinger and Kiss’ (2013) semiotic framework is employed to support discussions around the interrelationship between texts, data, and images. This research focuses on the nativised features of Chinese English (CE) i.e., linguistic features (lexis and coherence) and cultural conceptual features (cultural event schema), and investigates the extent to which these features are presented in the NHCE textbook series (Research Question 1). The research further explores how these features may affect the development of Chinese students’ metacultural competence (Research Question 2). The findings of this study highlight an unequal distribution of linguistic and cultural conceptual features in the texts and translation exercises in each of the four books in the NHCE textbook series. Some units contain only data on linguistic or cultural conceptual ii features. Evidence of CE lexis is categorised, presented, and discussed in three parts: transliterations, loan translations, and nativised Chinese English words. The total numbers of evidence of these three parts are 11, 23, and 7 respectively. Two examples each for transliterations, loan translations, and nativised Chinese English words have been selected for discussion. In addition, evidence of CE coherence which is relevant to aspects of Chinese cultural experiences is presented in two examples (i) living in a university dormitory might cause students a giant headache (complemented by the schema: dormitory) and dedication to society (complemented by the schema: social responsibilities), and (ii) showing kèqi (courtesy/politeness) communicative behaviours when offering food to a guest /refusing food from a host at a Chinese family dinner (complemented by the schema: dining etiquette). Furthermore, the study has found fewer data regarding cultural event schemas compared to that of CE linguistic features. There are two examples delineated in this section (i) tea drinking event schema and (ii) world exploration event schema. All of the identified data are closely associated with various Chinese cultural themes and values such as economy and education. It is also argued that the nativisation of the English language is demonstrated through encoded texts and associated images in NHCE which convincingly identified and described Chinese culture and other relevant cultural concepts in a positive manner (Research Question 1). In addition, as the embedded Chinese cultural conceptualisations could be used to provide students with Chinese characteristics-centred definitions of widely understood concepts, it could be assumed that students would be able to integrate these cultural conceptualisations in future intercultural interactions, and the development of their metacultural competence could thereby be facilitated (Research Question 2). This research has implications not only for ELT textbook writers but for writers of iii Second Language Teaching (SLT) textbooks as well. One implication is that it would be necessary to provide students with cultural content containing lexis based on local cultures in SLT textbooks. Additionally, it is beneficial for SLT writers to provide students with cultural content that is written in a way that reflects the discourse features of their mother tongue. Moreover, values and themes of the source culture may need to be culturally conceptualised in textbooks to help students raise the awareness of internalising widely understood concepts into their own culture and then creating their own interpretations of the concepts. Furthermore, incorporating conceptual variations in cultural content could be considered for inclusion in ELT and SLT textbooks.<br>Thesis (Masters)<br>Master of Arts Research (MARes)<br>School of Hum, Lang & Soc Sc<br>Full Text

APA, Harvard, Vancouver, ISO, and other styles

Li, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Chinese textbook"

Jerry, Schmidt, ed. Contemporary Chinese: Textbook. Sinolingua, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Huang, Yong, and Lifang Zhu, eds. Textbook of Traditional Chinese Medicine. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-5299-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Huang, Yong, and Lifang Zhu, eds. Textbook of Traditional Chinese Medicine. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-5296-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

H, Yu Victor Y., ed. Textbook of neonatal medicine: A Chinese perspective. Hong Kong University Press, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Lo, Julie, and Emily Yih. Go! Chinese, Textbook 1 (Simplified Chinese). CENGAGE Learning Asia, 2019.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

wen, du hou. Ordinary Chinese Reading Textbook (Chinese Edition). Sinolingua, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Lo, Julie, and Emily Yih. Go! Chinese Textbook 2 (Simplified Chinese). Cengage Heinle, 2020.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Wang, Shuguang. Chinese Through Scripture: Textbook. Kharis Publishing, an imprint of Kharis Media LLC, 2022.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Contemporary Chinese (Textbook 1). Sinolingua, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Shen, Chi-Kuo. Discovering Chinese Textbook - Simplified. Chinasprout, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Chinese textbook"

Ma, Junhai, and Weizhong Zhang. "Representations of Mathematicians in Lower Secondary Chinese Mathematics Textbooks." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_41.

Full text

Abstract:

AbstractWe conduct a study focused on representations of mathematicians in mathematics textbooks of lower secondary schools, adopting Foucauldian discourse analysis approach. The study shows that there is a stereotyped representation of mathematicians. The discourse of mathematicians is heterogeneity. The textbooks convey a cultural view of mathematics. The discourse of mathematicians in textbooks produces different subjectivities. The Foucauldian analysis of representations of mathematicians in textbooks can promote compilers of textbooks to reflect on the selection and presentation of mathematicians in textbooks, enhance teachers’ ability of critical analysis and provide a new perspective for textbook evaluation.

APA, Harvard, Vancouver, ISO, and other styles

Yan, Jiajie, Yufeng Guo, and Lixue Chen. "A Study on Junior High School Teachers’ Use of Mathematics Textbook: A Case Study in China." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_57.

Full text

Abstract:

AbstractOne of the focuses on the current Chinese mathematics curriculum reform is shifting from “teaching with textbook” to “using the textbook for teaching”. Based on this background, this study aims to analyse the use of mathematics textbooks by an excellent Junior High School mathematics teacher in mathematics classroom. The content analysis method is used to compare the textbooks and the teaching materials actually used by teachers from teaching content and design sequence. In terms of teaching content, teachers have a higher degree of recognition of the mathematics textbooks contents and use most contents in the textbooks. However, the content of the textbook will be split, reorganized, supplemented and deleted when used. Moreover, teachers adjusted the order of teaching based on textbooks. It can be seen that teachers have redesigned textbooks when using them. This research helps inform that teachers should not use math textbooks directly, but should modify them according to their respective schools.

APA, Harvard, Vancouver, ISO, and other styles

Ma, Tianhui, and Qiuyi Zhang. "A Comparative Analysis on the “Arbitrary Angle and Radian System” Content of China and America." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_40.

Full text

Abstract:

AbstractThis paper analyzes the content of “Arbitrary angle and radian system” in Chinese and American high school mathematics textbooks from macro and micro levels. At the macro level, curriculum standards and content range are compared, while at the micro level, concept learning, exercises and mathematical history are compared. The results show that compared with American mathematics textbooks, Chinese mathematics textbooks pay more attention to the cultivation of students’ “basic knowledge and ability” rather than inquiry ability. Chinese textbooks respect the logic of mathematical knowledge and emphasize the expression of mathematical language in concepts and exercises, while American textbooks are more reflective of real life. Chinese textbooks are more closely related to knowledge than American textbooks. Finally, some suggestions are put forward.

APA, Harvard, Vancouver, ISO, and other styles

Zhou, Wenjia, and Chong Liu. "Heteronormativity in a Chinese sexuality education textbook series." In Gendered and Sexual Norms in Global South Early Childhood Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003211600-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Sun, Min, Fengting Zhai, Guanli Song, Zhinan Zhang, and Yong Huang. "Basic Knowledge of Chinese Materia Medica." In Textbook of Traditional Chinese Medicine. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-5299-1_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Li, Baozhen, and Lina Zhang. "A Comparative Study of the Contents of “Plural” in Chinese and Japanese High School Mathematics Courses." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_38.

Full text

Abstract:

AbstractSelect China taught A high school math teaching material with book research mathematics textbook edition of the "plural" content as the research object, from chapter theme page, knowledge structure, column. The results show that there is a close connection between old and new knowledge in the theme page of the textbook chapter, the column design structure is rich, the basic knowledge is emphasized and the content distribution is focused, and the difficulty of example exercises is relatively low. The theme page of the chapter focuses on the introduction of mathematical history, the column design is simple, the content of knowledge expansion is extensive and comprehensive, and the comprehensive difficulty of examples and exercises is high. On this basis, we get some enlightenment on the compilation of complex content in Chinese textbooks.

APA, Harvard, Vancouver, ISO, and other styles

Zhang, Lulu, and Qin Dai. "The Centennial Changes of the Radian System in Chinese Mathematics Textbooks." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_62.

Full text

Abstract:

AbstractAs one of the two major units of measuring angles in trigonometric functions, the radian system has irreplaceable advantages and functions, and is widely used in mathematics and other scientific fields. This paper summarizes the history of the radian system for more than 300 years, and through the changes of the radian system in Chinese textbooks for more than 120 years from the end of the Qing Dynasty to the present, it is concluded that the radian system can make mathematical thinking economical and show the beauty of mathematics. At the same time, I give advice: I. Constantly improve the content setting of the radian system in the textbook; II. Further improve the teaching method of the radian system.

APA, Harvard, Vancouver, ISO, and other styles

Yang, Zhonghua, Liang Zhang, Lilong Tang, Wenzhan Tu, Shanshan Qu, and Yong Huang. "Basic Knowledge of Acupuncture and Moxibustion." In Textbook of Traditional Chinese Medicine. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-5299-1_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Wang, Ying, Lin Li, and Yong Huang. "Qi, Blood, Essence, and Body Fluids." In Textbook of Traditional Chinese Medicine. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-5296-0_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Liu, Yanling, Huanlin Huang, and Yong Huang. "Health Preservation, Prevention, and Treatment Principles." In Textbook of Traditional Chinese Medicine. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-5296-0_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Chinese textbook"

Dou, Huanxin. "International Chinese textbook evaluation system based on convolutional neural network deep learning algorithm." In Ninth International Symposium on Advances in Electrical, Electronics, and Computer Engineering (ISAEECE 2024), edited by Pierluigi Siano and Wenbing Zhao. SPIE, 2024. http://dx.doi.org/10.1117/12.3033932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Yang, Zhanji, and Xiaohong Li. "Text Complexity of Chinese University Writing Textbooks: Quantitative Analysis Based on Text Features." In 2025 14th International Conference on Educational and Information Technology (ICEIT). IEEE, 2025. https://doi.org/10.1109/iceit64364.2025.10976179.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Kurdyumov, Vladimir. "Chinese Language Theory Textbook: Challenges and Solutions." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0554.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Guruleva, Tatiana. "New Chinese Language Tutorial: Development Algorithm." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Yang, Fan, HaoPeng Lei, Ling Tu, Min Zhang, MingWen Wang, and ZhengJie Deng. "Efficient Greedy Boosting for Chinese Textbook Readability." In 2021 5th Asian Conference on Artificial Intelligence Technology (ACAIT). IEEE, 2021. http://dx.doi.org/10.1109/acait53529.2021.9731229.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Wei, Xuefeng, Pingan Dong, and Guangzuo Cui. "Automatic Extraction of Course Ontology from Chinese Textbook." In 2010 International Conference on Computational Intelligence and Software Engineering (CiSE). IEEE, 2010. http://dx.doi.org/10.1109/cise.2010.5677020.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Qiming, Xin. "Education in Optical Fabrication in Chinese Universities." In Optical Fabrication and Testing. Optica Publishing Group, 1994. http://dx.doi.org/10.1364/oft.1994.otub6.

Full text

Abstract:

The education system of optical fabrication in some Chinese universities, such as Beijing Institute of Technology, Zhejiang University, Tainjin University, etc., is given. The main subjects of the textbook in this field taught in these universities are also shown.

APA, Harvard, Vancouver, ISO, and other styles

Cui, Guangzuo, Pingan Dong, Boling Wang, Ronghuai Huang, and Hong Liu. "TB-MECO: A Method of Extracting Course Ontology from Chinese Textbook." In 2009 International Conference on Information Engineering and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/iciecs.2009.5365063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Wang, Jing, and Ting-Ting Liu. "The textbook compilation for Altium Designer should highlight its practical characteristics." In 2018 Chinese Control And Decision Conference (CCDC). IEEE, 2018. http://dx.doi.org/10.1109/ccdc.2018.8407721.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Li, Yuan, Xiang Chen, Yanxiang Bao, Dongliang Guo, and Xiao Huang. "Relation Extraction of Chinese Fundamentals of Electric Circuits Textbook Based on CNN." In 2019 IEEE 3rd Information Technology, Networking, Electronic and Automation Control Conference (ITNEC). IEEE, 2019. http://dx.doi.org/10.1109/itnec.2019.8729144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!