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Journal articles on the topic 'Chinese textbook'
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1
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Guruleva, Tatiana. "New Chinese Language Tutorial: Development Algorithm." ARPHA Proceedings 4 (May 31, 2021): 412–23. https://doi.org/10.3897/ap.e4.e0412.
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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.
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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.
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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.
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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.
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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.
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Low Hiang Loon. "An Evaluation of The Compilation of a Country-Specific Mandarin Textbook: Tourism and Hotel Management for Special Purposes." Mandarinable: Journal of Chinese Studies 3, no. 2 (2024): 155–64. http://dx.doi.org/10.20961/mandarinable.v3i2.1788.
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Driven by the “One Belt One Road Initiative”, Malaysia has a huge Chinese tourist market. In cultivating non-native Chinese to provide tourism and hotel services for Chinese tourists, does Malaysian country-specific "Mandarin Textbook: Tourism and Hotel Management for Special Purposes" meet the writing principle of Mandarin as a foreign language? This article evaluates and analyzes this teaching material based on three major principles, namely pertinence, practicality and scientificity. This article basically uses literature research method and comparative method to explore the global country-specific tourism Mandarin textbooks and related research, and compares and discusses with the Malaysian Mandarin Textbook. The findings show that this teaching material demonstrates its practicality: (1) It brings out the phenomenon of multi-racial and multi-cultural Malaysia; (2) It highlights the characteristics of tourist attractions in West and East Malaysia; (3) It shows the unique culture of Malaysia. However, the pertinence of this textbook has shortcomings. Although this textbook includes the role of local tour guide, the text repeatedly arranges the tour guide to travel as a tourist. In addition, the scientificity of this textbook needs to be strengthened. The compilation of the textbooks was mainly based on the writers’ years of teaching experience and reference to China's tourism Chinese textbooks. This article recommends that future textbooks need to be compiled based on learner needs analysis to improve the scientificity of the textbooks. Relevant content and vocabulary should be selected based on related corpora or published vocabulary lists to enhance the practicality of the teaching materials.
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Zhao, Jing, Yan Ye, Jerome Banks, and Jiajun Xu. "EVALUATION ON ENGLISH LANGUAGE TEACHING TEXTBOOKS AT CHINESE COLLEGES FROM INTER-CULTURE PERSPECTIVE." EUrASEANs: journal on global socio-economic dynamics, no. 3(46) (May 30, 2024): 334–43. http://dx.doi.org/10.35678/2539-5645.3(46).2024.334-343.
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This study aimed to evaluate whether the existing college English textbook can meet the increasing demand for cultivating college students’ intercultural competence. There were 10 teachers with rich college English language teaching experience that assessed the design of the intercultural content in the current textbook by using a checklist at first. After that, they were invited to participate in an interview to explore their deeper views on the textbook. The results of both the assessment and the interviews showed that the existing textbooks were clearly inadequate in terms of their coverage of "intercultural" content. Even if one can acquire some intercultural knowledge, the content often lacks depth, generality, and clarity. Moreover, the teachers lack professional guidance to apply intercultural content in their daily teaching process. The findings recommend the implementation of more suitable and professional teaching models to counterbalance the textbook's irrational intercultural content design.
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Kazantseva, Anzhela Anatolievna, Yulia Borisovna Dyundik, Elena Yurievna Sizykh, and Anastasiia Aleksandrovna Kazantseva. "Problems of the Chinese language textbook content in teaching future teachers of Chinese." SHS Web of Conferences 134 (2022): 00131. http://dx.doi.org/10.1051/shsconf/202213400131.
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The present paper suggests the idea of development and introduction of a textbook in the Chinese language for future teachers of Chinese in the system of higher education in Russia. The authors analyze a number of reasons for the absence of such textbook in our education system. They consider both formal and content criteria of the existing textbooks for teaching practical Chinese language at the initial stage, which are most frequently used at our educational institutions. Special attention is paid to their advantages and disadvantages as well as to compiling new textbooks and teaching aids. The authors conclude that on the whole the existing textbooks are aimed at the formation of language knowledge and development of speaking skills, but their drawback is that they are not sufficiently aimed at the formation of professional skills and development of personal competencies essential for the future teacher.
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Dali, Ning. "The Construction of EAP Textbooks in Chinese Context from the Perspective of Eco-education Theory." English Language Teaching 10, no. 5 (2017): 214. http://dx.doi.org/10.5539/elt.v10n5p214.
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The increase of international exchange in education triggers strong demand for learning English language skills in various academic disciplines among Chinese students, which brings up a wide implementation of EAP (English for academic purposes) learning in universities in China. However, the teaching and learning result do not seem to be as satisfactory. A key factor to the disappointing situation is the lack of suitable textbooks. Currently, most of the few domestically designed EAP textbooks only focus on the reading and writing and cannot meet the learners’ needs of overall (listening, speaking, reading and writing) development. The adoption of textbooks designed abroad was found unable to cater to the needs and language proficiency of the learners in China. There is an urgent need of constructing localized textbook for EAP learning in Chinese context. Previous frameworks on textbook design are mainly based on linguistic theories, which though offer theoretical support of language study from the perspective of learning subjects did not pay attention to the interconnection of factors within the learning environment. This paper proposes the application of eco-education theory to the design of a localized EAP textbook. It stresses the importance of the interrelations between textbook, editor, researcher, teacher and student during the process of designing a localized textbook so as to promote a healthy and sustainable development of EAP learning in Chinese context.
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Wiratikusuma, Fransiska, Yohana Wiratikusuma, and Kumala Dewi Wundari. "New Standards of Senior High School Chinese Textbook in Indonesia: A Case Study of the Vocabulary." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 6, no. 1 (2022): 140. http://dx.doi.org/10.26858/eralingua.v6i1.30109.
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Abstract. Since the release of the 2013 Curriculum system by the Indonesian Ministry of Education, the vocabulary of Indonesian senior high school Chinese textbooks has constantly been changing. In 2021, The National Language Commission of the Ministry of Education, PRC, released the Chinese Proficiency Grading Standards for International Chinese Language Education (Grading Standard). In the same year, the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia encouraged learning according to students' abilities and provided more expansive space for character development and essential competencies through the 2022 Prototype Curriculum system as an option for all academic units. This curriculum is a system implemented between 2022 and 2024 in the post-COVID-19 learning recovery. Based on the analysis of these new standards, we find out how to adapt to curriculum changes, find out which difficulties arise and how to overcome them. In this study, we use analytic and quantitative research to analyze the teachers' adaptation process to the two new standards in textbook vocabulary. Furthermore, we use the vocabulary statistics of Mandarin textbooks for senior high school, textbook compiling principle-based these two standards and related theory. Through the analysis and statistics of the vocabulary in this textbook, we found that teachers need to adjust some main words in adapting to the two new standards and make a vocabulary selection and supplement to the textbook vocabulary. In addition, to meet the standards of government textbook preparation and meet the expectations of textbook users to understand social life in China through vocabulary to achieve better communication, teachers need teaching resources for textbook vocabulary teaching in this adaptation.Keywords: Indonesian curriculum Prototype Curriculum,Vocabulary learning,Chinese Language new standard, Bahasa Mandarin/汉语 textbook.
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Efimenko, Nikolai Aleksandrovich. "Russian History in the mirror of the Political situation in China in the 50s of the XX century (based on school history textbooks)." Исторический журнал: научные исследования, no. 3 (March 2023): 151–64. http://dx.doi.org/10.7256/2454-0609.2023.3.40736.
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This article highlights the analysis of the textbook of universal history for the 9th grade, printed in China in the 1950s. The paper examines the features of the descriptions of Russia in the textbook, as well as the relationship between textbooks and the policy pursued by China during this period. Text criticism, linguoculturological and imagological analysis are the main methods of our research. The results of the work indicate that the Chinese government in the historical period considered in the textbook sought to form a certain image of Russia among schoolchildren, which was associated with events in Russian-Chinese relations. The study of Chinese history textbooks made it possible to analyze the historical perspective and cultural dynamics between Russia and China during the Cold War. The importance of studying history textbooks and their influence on the worldview of students is emphasized in the conclusions of the article. In addition, it is necessary to analyze the political and ideological goals that can be embedded in history textbooks. So, this study allowed us to understand more deeply the historical perspective of Russian-Chinese relations during the Cold War and to realize the importance of studying history textbooks. The results of the study can be used in the education system, as well as in research in the field of history and international relations.
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He, Jing, and Adcharawan Buripakdi. "Unequal Englishes in a Chinese College English Textbook: A Critical Discourse Analysis." International Journal for Research in Education 47, no. 2 (2023): 101–35. http://dx.doi.org/10.36771/ijre.47.7.23-pp101-135.
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The phenomenon of Unequal Englishes pervades Chinese contexts; however, more can be done to find out how it is embedded in Chinese college English textbooks. A study of Chinese college English listening and speaking textbooks shows that there are only few surface manifestations of Unequal Englishes in these textbooks which might be explained by the Chinese government’s deliberate ideological control of English learning, thus confirming profound political influences on the production of English textbooks in China to a certain degree. This study, however, conducts a Critical Discourse Analysis which surfaces manifestations of Unequal Englishes in a specific lesson of a Chinese college English listening and speaking textbook published by a prestigious press in China. Keywords: Unequal Englishes, Chinese college English textbooks, Critical Discourse Analysis
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Wu, Zhuhui. "Analysis of the Cultural Characteristics of Loanwords in International Chinese Textbooks." Journal of Education and Educational Research 4, no. 3 (2023): 82–85. http://dx.doi.org/10.54097/jeer.v4i3.11375.
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There is an increasingly urgent need for international students to learn and use loanwords in intercultural communication. Chinese loanwords in international Chinese textbooks have certain research value. With the textbook Development Chinese Intermediate synthesis as the investigation object and the Xinhua Dictionary of Loanable Words as the retrieval tool, the analysis of the Chinese loanwords is conducted by data analysis. It is found that the number of Chinese loanwords in the textbook is considerable, rich in etymology and diverse in parts of speech. Chinese loanwords have cultural characteristics, which can see the development and evolution of Chinese, understand the language and cultural differences of different ethnic groups, reduce the adverse factors of international Chinese teaching, and promote the effective development of cross-cultural exchanges.
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Qi, Jiaming. "Analyzing Image Meanings in Chinese EFL Textbooks: A Multimodal Perspective." Theory and Practice in Language Studies 14, no. 8 (2024): 2498–509. http://dx.doi.org/10.17507/tpls.1408.23.
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English as a Foreign Language (EFL) textbook image resources provide important materials and ways of learning for EFL students. Previous studies on the meaning and function of images in Chinese EFL textbooks tend to take pedagogy and cognitive psychology as main perspectives. Based on visual grammar, this article analyzes the image resources in Chinese junior high school EFL textbooks from a multimodal perspective, attempting to explore how the images realize three meta-meanings. It is found that cartoon, photo, table, and diagram are four main types of images in Yilin EFL textbooks. Quantitative analysis and qualitative analysis show that the images in the textbooks realized the representational meaning, interactive meaning and compositional meaning, but there are still some problems in image design, such as insufficient image types, lack of images promoting knowledge comprehension, and inadequate realization of compositional meaning of images. The research results offer some implications for Chinese EFL textbook editors to design textbooks, and also provide some suggestions for Chinese EFL teachers' teaching practice and students' learning.
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Чуньхуа, Ц. "О взаимосвязи проектирования учебника китайского языка с процессом обучения". Management of Education 14, № 9-1 (2024): 259–66. https://doi.org/10.25726/h7343-1334-4223-y.
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Актуальность исследований по данной проблематике обусловлена потребностью в изучении китайского языка со стороны русскоязычных студентов, а также обусловлена тем, что в науке на настоящий момент имеет место быть недостаточность разработанности учебников по китайскому языку. Проектирование учебника тесно связано с самим процессом обучения. В этой связи, данная статья посвящена проблематике проектирования учебника и процесса обучения русскоязычных студентов китайскому языку. В статье проводится анализ сущности процесса обучения, равно как и учебника китайского языка, и как результат были выявлены характеристики процесса обучения и их связь с проектированием учебника по китайскому языку. Также были определены взаимосвязи проектирования учебника китайского языка с процессом обучения. The relevance of research on this issue is due to the need for Russian-speaking students to learn Chinese, and is also due to the fact that there is currently a lack of development of textbooks on Chinese in science. Textbook design is closely related to the learning process itself. In this regard, this article is devoted to the problems of textbook design and the process of teaching Chinese to Russian-speaking students. The article analyzes the essence of the learning process, as well as the textbook of the Chinese language, and as a result, the characteristics of the learning process and their relationship to the design of a textbook on the Chinese language were identified. The interrelationships of designing a Chinese textbook with the learning process were also determined.
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Li, Lexi Xiaoduo. "Improving Modal Verb Treatment in English Textbooks Used by Chinese Learners: A Corpus-Based Approach." SAGE Open 12, no. 1 (2022): 215824402210799. http://dx.doi.org/10.1177/21582440221079918.
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This study demonstrates how native and learner corpora can enhance modal verb treatment in English-as-a-foreign-language (EFL) textbooks used in mainland China. Data analysis compares modal verbs in the textbook and native corpus by referring to distributional features, semantic functions and co-occurring constructions; and the analysis of the learner corpus refers to the use/misuse of modal verbs. A corpora comparison considers the authenticity of textbook language; and examination of learner use/misuse of modal verbs provides a learner perspective for textbook presentation that is applicable to learning difficulties. In this regard, this study highlights discrepancies between textbook treatment of modal verbs and authentic modal use in constructions, distributions and semantic functions, and its application of error analysis reveals inter/intra-linguistic interference in the use of modal verbs. This study can thus contribute to a corpus-informed and learner-centered design of grammar presentation in EFL textbooks that enhances the authenticity and appropriateness of textbook language for target learners.
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Zeng, Cheng. "Issues and Countermeasures in Chinese FLTRP Primary School Textbooks under the New Curriculum Standard." Journal of Contemporary Educational Research 8, no. 10 (2024): 199–206. http://dx.doi.org/10.26689/jcer.v8i10.8587.
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The New Curriculum Standard (NCS) is the norm and quality requirement of the Chinese national educational curriculum as well as the basis of teaching management, curriculum evaluation, and textbook compilation. In textbook design, the selection of textbook materials should meet the objectives and requirements of the NCS. Since appropriate teaching materials are essential to curriculum standards and effective teaching, we must follow the consistency between textbook materials and curriculum standards to achieve an ideal degree of conformity with the textbook system and teaching objectives and promote the sustainable development of the English curriculum reform. However, the current primary school English textbooks fall short of the NCS, which leads to difficulties in implementing teaching tasks and achieving teaching goals. Given these difficulties, we should analyze the causes from three dimensions: linguistic knowledge, cultural awareness, and learning strategies. In addition, a high recurrence of phonetic knowledge, systematic grammar presentation, diversified learning styles, level grading, and in-depth involvement of cultural factors are keys to the perfect conformity of the NCS and English textbooks.
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Yue, Xiaoyang, and Yanqiong Wu. "Exploration and Research on Textbook Quality Evaluation Index System Based on Engineering Major in Higher Education." Journal of Contemporary Educational Research 8, no. 3 (2024): 1–6. http://dx.doi.org/10.26689/jcer.v8i3.6353.
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The report of the Chinese 20th National Congress put forward “strengthening the construction and management of textbooks” for the first time, which indicates the importance of textbook construction and highlights the vital position of textbooks in the overall development of the country. From the perspective of textbook quality, and based on the research and analysis of the policy requirements and current evaluation indicators of higher education textbooks, this paper establishes the textbook quality evaluation index system composed of basic indicators and evaluation indicators. This system is based on the principles of science, comprehensiveness, operability, and target-oriented approach. It provides a relatively scientific, objective, and fair reference system for the management and evaluation of textbooks.
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Sik, Ruoh Yih. "INCORPORATING CHINESE TRADITIONAL CULTURE IN PRIMARY SCHOOL CHINESE TEXTBOOKS." International Journal of Humanities, Philosophy and Language 4, no. 16 (2021): 16–46. http://dx.doi.org/10.35631/ijhpl.416002.
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"Where there are Chinese people, there is Chinese education". The Malaysian Chinese ancestors practised Chinese education in Malaysia since their arrival and with their efforts, Malaysia has the most comprehensive and systematic Chinese education in Southeast Asia. It is also considered the country that has preserved Chinese culture the best (Qian, 2017). Since 2011, the Chinese language has been offered as an elective subject in the standards-based curriculum for primary school (KSSR) syllabus. Since introducing Chinese into classrooms, there have been two versions of Chinese textbooks for the national primary schools: (KSSR) National Primary School Chinese Textbook from grade 1 until grade 6. Its subsequent revision in 2017 KSSR (Semakan 2017) National Primary School Chinese Textbook has been applied up to grade 5. By studying these two versions of the textbooks, this paper will discuss how Chinese culture is depicted in Malaysian national primary school Chinese textbooks. It will also analyse the elements of Chinese culture and subsequently investigate whether cultural content is necessary to be reinforced in national primary school Chinese textbooks for its text to be enriched. The research objective is determined using integrated studies done within and beyond Malaysia and includes relevant materials, research reports, literature, and dissertation papers. Through literature review, this paper summarises, categories, and analyses content about traditional Chinese cultural elements that can be found in both versions of the Chinese textbooks in national primary school. The traditional Chinese cultures found in both versions of textbooks are listed under seven elements which are: Traditional Chinese Festivities, Traditional Chinese Folk Games, Traditional Chinese Family Appellations, Traditional Chinese Food Culture, Traditional Chinese Arts, Traditional Chinese Customs, Chinese Literature. The collected content is then categorised, arranged, and analysed. A deduction can then be made to provide conclusive recommendations. It can be deduced that the textbooks are pretty packed with relevant and related Chinese cultural elements, but primarily, it is apparent that the Chinese culture is mainly influenced by local cultural elements, which are very close to our daily life. National primary school Chinese language education plays a role in cultural dissemination. It enables pupils of different ethnic backgrounds to learn Chinese and gain a deeper understanding of Chinese culture. As well as can help prevent misunderstandings caused by cultural differences.
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Huihui, Zou, Liu Chang, and Chai Xiaoxiao. "Analysis on the Localization Characteristics of Phonetic Teaching in Chinese Textbooks in Hungary and Italy." International Journal of English Language Education 9, no. 2 (2021): 114. http://dx.doi.org/10.5296/ijele.v9i2.18944.
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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.
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Lyu, Hui. "An Effectiveness Evaluation on Critical Thinking Exercises in Chinese College English Textbooks." Pacific International Journal 7, no. 1 (2024): 10–17. http://dx.doi.org/10.55014/pij.v7i1.493.
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Cultivating students’ critical thinking has long been the consensus reached by the international education circle and a common goal of international higher education reform. However, the training of critical thinking of college students in China started late, and no mature talent training system has been formed in higher education. As a compulsory public basic course for college students in China, College English is one of the most involved courses in universities. As an important material and tool for teaching and learning, the design quality of college English textbook exercises will directly affect the quality of teaching and talent training. Therefore, this study analyzes the effectiveness of textbook exercise design, with a view to contributing to college English textbooks and teaching reform, so as to help students develop critical thinking. In this study, exercises in New Horizons College English (Reading and Writing Course 1), one of the most widely used textbooks, were selected for discourse analysis, and the Delphi Panel’s Dualistic Model was used as a comparison for internal evaluation. Moreover, taking a Chinese university as an example, questionnaire survey are used to conduct external evaluation of textbook exercise design, found that: (a) Exercises in Chinese college English textbooks correspond to the cognitive skills mentioned in the Dualistic Model, which is helpful to the training of students' critical thinking; (b) There are also some problems, such as the imbalance of skills training and the homogenization of questioning methods; (c) Students of College English generally have a high recognition of the importance of critical thinking and textbook design, but believe that textbook design, course teaching and assessment need to be reformed.
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Ma, Xiaoli, and Weiping Hu. "A Comparative Analysis of the Contents of “Acid-Base Neutralization Titration” in the New and Old Editions of the Textbook Published by People’s Education Press Based on Core Competencies in China." Advances in Social Sciences Research Journal 10, no. 9 (2023): 169–76. http://dx.doi.org/10.14738/assrj.109.15388.
Full textAbstract:
In the new edition of the high school chemistry textbook, published by People’s Education Press in China in 2019, the knowledge of “Acid-Base Neutralization Titration” is extracted as an independent class hour from the content of “The Application of pH” in the old edition textbook published in 2004. Based on the idea of Chinese core competencies in chemistry, the contents of “Acid-Base Neutralization Titration” in the 2019 edition and the 2004 edition of Chinese high school chemistry textbooks are compared and analyzed in this paper. It is found that the new edition of textbook is optimized in many aspects, for example, a variety of columns are set up, exercises are simplified, and the content is more concise and organized. At the same time, some suggestions are presented about the approaches to cultivating students’ core competencies and the improvement of calculation method of the examples in the new edition of textbooks.
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Wang, Yiting. "Intercultural Communication in An Undergraduate English Coursebook in Mainland China: A Discourse Analysis Perspective." SHS Web of Conferences 157 (2023): 03005. http://dx.doi.org/10.1051/shsconf/202315703005.
Full textAbstract:
In recent years, intercultural communication education is occurring frequently in Chinese English textbooks. However, there is a lack of study on how these textbooks present the knowledge of intercultural communication and competence. To fill this gap, this article proposes to conduct a qualitative analysis of one English textbook (College English Intercultural Communication Course) published in mainland China. With Derrida’s deconstructive thinking, the topics, characters, contents, exercises and point of view provided by the textbook are evaluated via discourse analysis. Based on the deconstructive reading of the textbook, two cultural problems are found: (1) western-centric ideas; (2) essentialism and othering. There is an internal conflict between the deconstructive method of presenting intercultural communication and competence claimed by the textbook and an inner-circle unitary cultural center it actually constructs.
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HAO, YUANXIANG, and Jimin Kim. "Analysis of the Structure in Technology Textbooks for the 1st grade of General High School in China." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (2023): 277–94. http://dx.doi.org/10.22251/jlcci.2023.23.21.277.
Full textAbstract:
Objectives The purpose of this study is to figure out the actual situation of the amount of learning, emphasis, teaching content, and teaching strategies of the required content of the general high school technology education courses in China by analyzing Chinese 2017 revised general high school first-grade technology textbooks.
 Methods In this study, the external and internal structures of textbooks were analyzed using the content analysis method and the descriptive research method. In the external structure of the textbooks, the layout, the total num-ber of pages in a large unit, and the number of illustrations were analyzed, and in the internal structure, the struc-ture of the content organization of each unit of the textbooks, the fields of content composition, and the weight of each field were analyzed.
 Results Chinese 2017 revised general high school first-grade technology textbooks were analyzed and evaluated for their external structure (the layout, the total number of pages in a large unit, and the number of illustrations) and internal structure (the structure of the content organization of each unit, the field of content composition, and the weight of each field). Finally, by comparing Chinese 2017 revised first-grade general high school technology textbooks with Korean 2015 revised general high school technology textbook, insights are drawn from the fea-tures that Korean technology textbook itself does not possess.
 Conclusions First, Chinese 2017 revised general high school first-grade technology textbooks, as compulsory textbooks, has achieved positive results in terms of facilitating school use and management, guaranteeing teach-ers' professionalism and learners' right to quality learning, and conforming to the orientation of the high school credit system. Second, in order to cultivate technological competence, the core strength of future human re-sources required by the Fourth Industrial Revolution and the hyper-connected society, the amount of learning content in Chinese 2017 revised first-grade general high school technology textbooks is about two times more than that in Korean general high school technology textbook. Third, most of Chinese 2017 revised first-grade technology textbooks are developed through the process of “large unit introduction, medium unit introduction, small unit (introduction, deployment, and organization), medium unit organization, and large unit organization”. Fourth, in Chinese 2017 revised first-grade technology textbooks for general high schools, the main organizing factor of the teaching content is design technology (drawing technology, model making), which focuses on the design of technological products.
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He, Xinyi. "Beyond the Pages: Exploring Gender Stereotypes in Chinese Language Textbook." Communications in Humanities Research 10, no. 1 (2023): 238–46. http://dx.doi.org/10.54254/2753-7064/10/20231333.
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Textbooks serve a pivotal role in individuals' development, often presenting gender stereotypes that significantly influence childrens perceptions. This study explores gender stereotypes in Chinese textbooks, focusing on how these stereotypes differ based on target gender and the domain of traits. The research examines gender stereotypes across various trait domains within 274 illustrations from 12 Chinese language textbooks. A coding scheme was developed to identify gender stereotypes about boys and girls in different trait domains, such as hairstyle, occupations, and color schemes. The results reveal a significant presence of gender stereotypes, with no variation between different genders but a notable difference among trait domains in the textbook illustrations. These findings suggest that Chinese language textbooks consistently depict significant gender stereotypes for boys and girls but vary based on the specific characteristics implied by the illustrations.
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Okoye, Somtochukwu Daniel, Emmanuel Chidiebere Edeh, and Yincang Zhang. "Investigating the use of a local Chinese character textbook (Learn Chinese Characters Easily) for teaching at the Confucius classroom of Federal Polytechnic Oko, Nigeria." Journal of Chinese Writing Systems 6, no. 4 (2022): 281–95. http://dx.doi.org/10.1177/25138502221135378.
Full textAbstract:
The present study investigated the use of the local Chinese character textbook Learn Chinese Characters Easily by Chinese language (second language) learners at the Confucius classroom of Federal Polytechnic Oko, Nigeria. A sample of 50 students out of the 65 selected from the Confucius classroom were randomly investigated for their opinions on their use of the local Chinese character textbook. The findings indicated that the use of the local Chinese character textbook has aroused students’ interest in Chinese characters through their learning experiences; that the organization and content of the textbook were found to be moderately satisfactory; and that the students admitted that the textbook has helped them improve their Chinese proficiency. Overall, the local textbook is essential for the users but needs improvement in the few areas indicated by the research. Finally, the study offered some innovative suggestions for optimizing the textbook and improving learners’ experiences and learning outcomes.
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Du, Siyao. "An Analysis of Vocabulary Instruction in Contemporary Col-lege English Textbooks for Chinese English Majors." GBP Proceedings Series 1 (January 19, 2025): 133–40. https://doi.org/10.71222/0cyg2a46.
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Vocabulary acquisition is a vital aspect of English language learning, playing a crucial role in effective communication and overall language proficiency. Due to its significance, evaluating teaching materials—particularly textbooks—is key to improving the quality of vocabulary instruction. This study examines the vocabulary teaching strategies employed in Contemporary College English (First Volume); a textbook developed for first-year English majors in China. The analysis excludes the exam-focused units (Units 7 and 14) and focuses on Text A from each unit, which serves as the primary instructional content. The vocabulary section is analyzed in three main areas: word formation, formulaic expressions, and synonyms and antonyms. Additionally, the textbook is assessed based on its alignment with the Principled Communicative Approach, identifying strengths and areas for enhancement in its vocabulary teaching methodology. The results reveal that, while the textbook's vocabulary design aligns with the core principles of the approach to a considerable extent, several aspects require further improvement.
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Ahn, Ji-Young. "An Analysis of Market Failure aspects in Chinese High School's ｢Ideological and Political｣ Textbooks." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 171–93. http://dx.doi.org/10.22251/jlcci.2022.22.18.171.
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Objectives This study aims to analyze the trend of market failure by period in the Chinese high school ｢Ideological and Political｣ textbook published from 1983 to 2019 to explore how market failure in China by period is reflected in the textbook.
 Methods 12 textbooks were collected and analyzed in 1983, 1989, 1998, 2004, 2011, 2016, and 2019 published in line with the revision cycle of the ｢Ideological and Political｣ curriculum in Chinese high schools. The collected data were analyzed based on China's economic development stage and the definition of market failure, and both text and illustration were included.
 Results As a result of the analysis, the pattern of market failure in the Chinese high school ｢Ideological and Political｣ textbooks appears differently depending on the period. Market failure in the textbooks during the Chinese market economy exploration stage (1978-1991) was monopolization, corruption, inflation, and widening the income gap. Market failure in textbooks during the Initial construction stage of the market economy (1992-2001) is administrative monopoly, Counterfeit Products, mammonism, unfair competition. Market failure in the textbooks during the stage of full-scale and in-depth reform (2002-2012) is corruption, economic instability, administrative monopoly, counterfeit products, distributionism, unfair competition, illegal fundraising and investment, socioeconomic inequality, and environmental issues. Market failure in textbooks in comprehensive deepening of reform (2013~present) is administrative monopoly, unfair competition, monopoly, Socio-economic inequality, environmental issues, urbanization, economic instability and supply-side structural reform.
 Conclusions In Chinese high school ｢Ideological and Political｣ textbooks, market failure is the basis for the party and the government's involvement in the economic field. Administrative monopoly, which appears only in China, a country in the transition period of the economic system in Chinese textbooks, is also a problem in the market. Since the market has inherent problems such as unfair competition, monopoly, damage to social equity, and widening income gap, it is argued that control and control of the national economy of the country are needed before the market failure of the market. The logic of the Communist Party of China has been consistently reflected since China adopted a socialist market economy system, and in particular, the 2019 textbook shows a strong tendency for state-led economic growth led by the party.
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Yao, Jianguang, and Lingfei Chen. "Discuss: Several Problems in the Chinese Ancient History Textbook of Zhu Shaohou Version." Advances in Social Sciences Research Journal 10, no. 8 (2023): 132–45. http://dx.doi.org/10.14738/assrj.108.15270.
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The textbook Ancient History of China edited by Zhu Shaohou and others is the most widely used textbook for the course "Chinese ancient history" of history majors in Chinese universities. This textbook has been revised multiple times in the past 40 years, but there are still many problems, such as contradictory expressions of the same problem, lack of pronunciation and meaning labeling of rare characters in ancient literature, omission of legal and diplomatic aspects in the history of Song and Yuan , inaccurate use of historical materials, and obvious untrue statements; Part of the content is outdated, neglecting the important role of maps, schematics, datasheets, and physical photos in students' construction of specific historical time and space and understanding of relevant content. These issues reveal that there is room for improvement at all stages of the compilation process of undergraduate history textbooks in Chinese universities, and it is urgent to attract the attention of the historical community and management departments.
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Gao, Li. "Cultural Infiltration of Foreign Literary Works in Senior High School Chinese Textbooks." Journal of Contemporary Educational Research 5, no. 8 (2021): 124–30. http://dx.doi.org/10.26689/jcer.v5i8.2443.
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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.
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WANG, FEI-HSIEN. "Partnering with your Pirate: Interdependent Sino-foreign rivalry in China's textbook market." Modern Asian Studies 54, no. 3 (2019): 1005–40. http://dx.doi.org/10.1017/s0026749x19000076.
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AbstractAs the Qing state launched its full-scale educational reform at the turn of the twentieth century, tens of thousands of new schools mushroomed all over China. Their urgent and enormous demand for textbooks created a thriving new market that attracted both Chinese and foreign publishing firms. Nurtured in China's traditional book trade, Chinese print capitalists had local knowledge of distribution networks and cultural politics, but not a real command of producing educational Western knowledge. To keep up with Chinese students’ increasing demand for Western knowledge, they pirated textbooks published by foreign companies. Meanwhile, leading American and British publishing corporations were expanding their international business by targeting developing countries that had recently established a modern general education system, like China. Drawing from government and company archives, as well as personal papers and legal documents, this article traces the multinational competition, copyright disputes, and business collaborations between a leading textbook provider in China and their Anglo-American competitors between the 1900s and the 1930s. It illustrates an unexpected and uneasy partnership some foreign publishers formed with Chinese pirates in order to gain better access to China's textbook market. Chinese publishers, on the other hand, used piracy and their local knowledge to bargain for better import credit and deals with their foreign rivals. Both sides were dependent on each other to gain the advantage in their transnational business operations in the globalizing Asian textbook business.
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Sun, Xiuli, Xialan Dong, Fenghua Zhao, and Jiefeng Wei. "East meets West: Exploring the Integration of Chinese Culture in PEP Senior High English Textbooks (2019 Edition) in China." Occupation and Professional Education 1, no. 1 (2024): 77–82. http://dx.doi.org/10.62381/o242111.
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Under the background of globalization, culture teaching is becoming more and more important. English textbook is the main carrier of culture teaching. In order to integrate the Chinese culture better, this paper analyzed the elements of Chinese culture in the textbooks and found that the textbooks emphasize material culture rather than spiritual culture, value cultural input rather than cultural output, and lack of deep culture and revolutionary culture. Therefore, distribution of Chinese theme culture should be balanced in New Senior High English Textbooks, the structure of Chinese culture should be adjusted and optimized, and Chinese culture should be strengthened as the main multi-cultural input and harmonious ecological culture output, only in this way, can we realize the organic integration of Chinese culture and middle school textbooks better.
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Li, Xiangning. "Textbook Digitization: A Case Study of English Textbooks in China." English Language Teaching 14, no. 4 (2021): 34. http://dx.doi.org/10.5539/elt.v14n4p34.
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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.
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Lv, Fang. "Knowledge Graph Analysis of International Chinese Language Textbooks Based on CiteSpace." Journal of Contemporary Educational Research 8, no. 4 (2024): 163–75. http://dx.doi.org/10.26689/jcer.v8i4.6481.
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Drawing upon relevant papers from Chinese core journals and CSSCI source journals in the CNKI China Academic Journals Full-Text Database spanning from 1992 to 2023, this study utilizes CiteSpace as a research tool to visually analyze the knowledge graph structure of research on international Chinese language textbooks in China. The study maps out the publication timeline, authors, institutions, collaborative networks, and keywords pertaining to research on international Chinese language textbooks. The findings indicate that research on international Chinese language textbooks commenced early and continues to maintain a certain level of research interest, yet lacks sufficient research output. Research institutions predominantly reside in universities and publishing groups specializing in language or education, with collaboration between institutions being relatively scarce. High-frequency keywords in recent research on international Chinese language textbooks include “Chinese language textbooks for the Foreigners,” “Chinese language textbooks,” “Teaching Chinese Language for the Foreigners,” “Textbook compilation,” “International Chinese Language Education and Localization,” which reflect a diversified research perspective with interdisciplinary trends. Future research priorities encompass research on localization, customization of textbooks, and evaluation of textbooks which represent forefront directions of research.
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Qu, Xuanyi, and Xuyuan Chen. "Examining Divergent Sustainable Trends in Textbook Research: A Comparative Study Between Chinese and International Perspectives." Sustainability 16, no. 22 (2024): 9731. http://dx.doi.org/10.3390/su16229731.
Full textAbstract:
Textbook research has long been a critical area within the educational academic community. With the ongoing spread of globalization, the significance of educational globalization has become increasingly apparent. Comparative analyses of textbooks from different countries have thus emerged as a popular and critical research topic. In recent years, there has been a growing interest in cross-cultural textbook studies, highlighting the need for a deeper understanding of global disparities in this field. This study compiles essential findings from both domestic and international textbook research, aiming to uncover differences and trends. Using CiteSpace software (V.6.2.R4), a comprehensive visual analysis was conducted through bibliometric and knowledge graph methods, comparing Chinese and international textbook research over the past decade (2013–2023). This paper presents an intuitive visual map of the key dynamics in textbook research. Utilizing a quantitative approach, this study analyzed 1644 and 1478 relevant articles from the Web of Science (WoS) and the China National Knowledge Infrastructure (CNKI) databases, respectively. It examined the annual distribution, core contributors, and institutional co-occurrence of textbook research from 1 January 2013 to 31 December 2023, identifying the distinctive characteristics of textbook research both in China and internationally. Additionally, CiteSpace’s built-in algorithm was used to extract keywords and highlight primary research areas, while keyword burst detection was utilized to illustrate developmental trends. The analysis revealed key differences between Chinese and international textbook research in terms of research focus, organizational forms, focal areas, and future development trends. This study also discusses potential future directions in this area, such as establishing a systematic framework for textbook research, fostering a global community of textbook scholars, and integrating localized elements into textbook research. Additionally, it highlights the importance of sustainability in textbook research, emphasizing the need for educational materials that support long-term global educational goals.
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Mengyao, Wu, Helmi Norman, and Nor Hafizah Adnan. "Comparative Analysis of Reading Text Readability in Chinese Junior High School English Teaching Textbook Based on Corpus." Arab World English Journal 14, no. 3 (2023): 431–44. http://dx.doi.org/10.24093/awej/vol14no3.28.
Full textAbstract:
Readability is one of the important factors for students to consider when choosing a text to read. Based on a self-built corpus of Junior High School textbooks in China, this paper mainly investigates the differences in readability between reading texts in junior high school English textbooks. From vocabulary, sentence, and comprehensive indicators, this study makes quantitative statistics on the factors that affect the readability of English textbook texts to understand the readability of different textbook texts and to explore whether there are differences in the readability of eight textbooks. Finally, the results show significant differences in the readability of the eight editions of English readers. The average word length and new words rate are the highest in Popular Science Press, which reach 4.43 words and 8.40%, respectively. Among the average sentence length and the frequency of compound sentences, the Shandong Education Press has the highest, going 11.36 words and 11.03%, and confirmed that the Shandong Education Press has the highest difficulty. The textbook arranger can take the difficulty of the reading text into account once they have determined the readability of the text. They can then arrange or select a textbook appropriate for students, enabling them to comprehend and master the text more effectively.
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Huang, Shu-Yu. "Mandarin telephone closings among familiars." Applied Pragmatics 2, no. 2 (2020): 199–226. http://dx.doi.org/10.1075/ap.19017.hua.
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Abstract This study compared Mandarin phone closings among familiars in natural conversations with those in Chinese learning textbooks. The natural data was drawn from the CALLFRIEND Mandarin Chinese Corpus (Canavan & Zipperlen, 1996a, 1996b), while the textbook dialogues were extracted from 20 series published in the United States, China, and Taiwan. Based on Button’s (1987) framework, this article adopted corpus-based research to analyze the structural pattern and the linguistic features of closings. It found that Chinese phone closings generally consisted of much repetition and thus were more complex than the archetype Button proposed, which suggests that reaching a mutual agreement is essential in Chinese telephone closings. The pattern of a closing depends on whether the caller is calling to catch up with the recipient or if they have a specific purpose. Common tokens for initiating closings such as jiu zheyang, hao, and xing and relation-enhancing expressions were also identified. However, the current research revealed that most textbook dialogues except for unscripted dialogues do not reflect these characteristics. Therefore, this study argues for the inclusion of unscripted dialogues and instructions that direct learners’ attention to the conversational management of phone closings in Chinese learning textbooks.
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Pan, Yucen. "Gender Discrimination in Chinese Primary School Textbooks: Evidence in English Textbooks." Highlights in Business, Economics and Management 4 (December 12, 2022): 328–33. http://dx.doi.org/10.54097/hbem.v4i.3511.
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Textbook is an indispensable medium for students to acquire knowledge. The completeness of its content and the clarity of its logic are the reasons why it is used as a teaching aid in schools for so many years and not easy to replace. But behind the visible, intentional formal curriculum, there are hidden curriculums. Hidden curriculums include not only objective factors such as social environment, but also subjective factors such as people's subconscious and inherent impression. Through qualitative and quantitative methods, this research examines whether Chinese textbooks contain hidden curriculums with gender discrimination from some specific perspectives. In this research, data analysis and interviews are both included. The results have shown that gender discrimination exists in China’s English textbooks. Instead of appeal directly in the textbook, it appears in the form of hidden curriculum. Also, in the end of this paper, there will be some suggestions to textbooks writing team, and teachers in China.
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Chen, Xiaoge, Luciane de Goes, David Treagust, and Ingo Eilks. "An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities." Education Sciences 9, no. 1 (2019): 42. http://dx.doi.org/10.3390/educsci9010042.
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This study provides an analysis of selected aspects of the intended curriculum related to redox reactions as represented in secondary chemistry textbooks from the People’s Republic of China, with a special view also on Hong Kong, Shanghai, Taiwan, and the Chinese minority in Malaysia. This study reveals how chemistry textbooks deal with visual representations related to redox reactions and whether or not the visualizations provide any indication for the orientation of the intended curriculum, characterized by contexts suggested for chemistry learning. Specific criteria were derived from a literature review of the discussion on different levels of chemical representations and from a total of 346 visual representations related to redox reactions identified and analyzed from the textbooks. Based on the frequencies and levels of visual representations in the textbooks, this study showed that representations in textbooks from the People’s Republic of China mostly focus on the macro and macro-symbolic levels and indicate some aspects of everyday life as well as orientations towards industry and technology. The findings show that the textbook from Taiwan uses multiple macroscopic, submicroscopic, and symbolic representations to illustrate the redox reactions. The textbook from Hong Kong has a strong orientation along the content structure of chemistry, with mostly macro level representations. The textbook from the Chinese minority in Malaysia follows a strong structure-of-discipline orientation with limited visual support.
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Dassanayake, Noel. "Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka." Lingua Cultura 16, no. 2 (2023): 257–69. http://dx.doi.org/10.21512/lc.v16i2.8778.
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The research analyzed the limitations of existing Chinese language textbooks in Sri Lanka and proposed a tentative checklist for evaluating localized Chinese language textbooks. The discourse on the effectiveness of global textbooks in local contexts and the need for evaluating such textbooks had seen new paradigm shifts in parallel to the transformations in new language environments. A majority of the institutes and programs teaching Chinese as a Foreign Language in Sri Lanka were using global CFL textbooks as their main study material, and their effectiveness had not yet been evaluated by researchers. The research conducted a quadruple perspective analysis, including an online survey with learners and teachers to examine the issues in existing CFL textbooks, a review of existing literature on textbook evaluation, an analysis of existing CFL textbooks in Sri Lanka, and an examination of existing language textbook evaluation criteria. The findings of the survey indicate that global textbooks have not catered to the specific language requirements of the informants. Insensitivity to the local and regional cultural content, minimal utilization of learners’ L1 repertoire, ambiguous inapt translation of vocabulary, and market-oriented presentation of teaching-learning content is found to be core issues, and high pricing and inaccessibility also are influential issues. Based on the quadruple perspective analysis, the research has developed a tentative evaluation checklist of 37 items with a specific emphasis on localization and culture sensitivity.
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Cheng, Kejia, Yanhong Zhan, Junhao Ma, and Lixia Ye. "Comparative Study of Illustration Design in Chinese and Japanese Mathematics Textbooks Using the Parallel Lines Units as an Example." Asian Journal of Education and Social Studies 51, no. 5 (2025): 837–50. https://doi.org/10.9734/ajess/2025/v51i51964.
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In this paper, the "Parallel Lines" unit in the seventh grade mathematics textbooks of Zhejiang Education Press and the eighth grade mathematics textbooks in Japan are considered. Kim's textbook illustration quality analysis framework is used to examine the distribution and quality differences between junior high school mathematics textbook illustrations in China and Japan. The paper first analyzes the quantity distribution of the four types of illustrations in both textbooks, namely, illustrations of the history of mathematics, mathematical illustrations, physical scene diagram class illustration and decorative diagram class illustration. Then, it quantitatively compares the accuracy, relevance, conciseness and contextuality of the illustrations through the F test method, and further discusses the differences of Mathematics education concepts reflected in the illustration design under different cultural backgrounds. The results show that Chinese textbooks include some illustrations related to the history of mathematics, has a significantly higher number of real-world context illustrations compared to the Japanese textbooks, and scores higher in contextualization. In contrast, Japanese textbooks feature more decorative illustrations and demonstrates stronger relevance between illustrations and mathematical content. These findings reveal the differences in illustration design between the two countries’ textbooks, provide a new perspective for understanding mathematical education philosophies in different cultural contexts, and offer valuable insights for textbook development practices.
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Li, Xiying, Liusu Wang, Jiliang Shen, et al. "ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA." Journal of Baltic Science Education 17, no. 2 (2018): 229–38. http://dx.doi.org/10.33225/jbse/18.17.229.
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In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China’s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students’ scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students’ abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks. Keywords: physics textbook, textbook evaluation, scientific inquiry activity, content analysis
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Mägdefrau, Jutta, Patrick Urlbauer, and Andreas Michler. "The Image of the Chinese Nation in German Textbooks." Journal of Educational Media, Memory, and Society 16, no. 2 (2024): 19–50. https://doi.org/10.3167/jemms.2024.160202.
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Abstract One aim of secondary education is to convey informed and multilayered notions, rather than simplistic stereotypes, about other nations. In this context, textbook materials play a decisive role as teaching aids. In this article, we analyze representations of China in seventy-one secondary school textbooks from two federal states in Germany. We used complementary frequency and latency analyses to examine textbook elements, topics, topic valences, language valences, and contextualized image valences. An analysis of 1,806 coded segments revealed several forms of bias, including a selective choice of topics, negative stereotypes in headings and images, and negative language valences in text sources. Here, we evaluate these findings against the background of the intended educational goal of constructing an informed and balanced image of the nation.
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Fu, Yi, Chunyan Liu, Shuangyan Guo, Jiayu Shen, and Lulu Zhu. "Prospects for Research on New-Form International Chinese Language Textbooks." Journal of Advanced Research in Education 2, no. 3 (2023): 61–67. http://dx.doi.org/10.56397/jare.2023.05.10.
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Textbook is one of the “three teachings”, and it is an important basis and carrier of teaching. The new form of textbooks is a product of the intelligent age and an important embodiment of the modernization of teaching materials. In the context of the intelligent era, the development of new forms textbooks is an important content of academic concern. We found that there are not many studies on new forms of international Chinese textbooks, and most of the textbooks have not yet entered the stage of integrated construction. The three-dimensional textbooks such as Great Wall Chinese are still an exception. In this regard, we believe that it is necessary to take the creation of three-dimensional teaching materials as the course, closely follow Chinese Proficiency Grading Standards for International Chinese Language Education, and multi-party construction teams go hand in hand to implement the dynamic update of international Chinese teaching materials resources.
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Yu, Deying. "A Study on English and Chinese Languages." Studies in Linguistics and Literature 8, no. 4 (2024): p219. http://dx.doi.org/10.22158/sll.v8n4p219.
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English and Chinese Languages, with the full title of A Guide to Conversation in the English and Chinese Languages for the Use of Americans and Chinese in California and Elsewhere, was compiled by Stanislas Hernisz and published in Boston in 1854. It is the first English Textbooks with the English Pronunciation Indicated in the Chinese Characters that was compiled and published in the United States to date. This book emulates the compilation style of early “Cantonese English” textbooks, using Canton dialects to mark English pronunciation, and arranges the content of the textbook in the order of phonetics, vocabulary, sentence patterns, and text. It integrates the characteristics of language teaching practices of China and the Western nations, and has had a profound impact on early English education and the compilation of English textbooks in China.