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What textbooks do you need to learn Chinese?


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what textbooks do you need to learn chinese

What textbooks do you need to learn Chinese?

In recent years, the “Chinese craze” has made more and more

students learning Chinese, so what new features do they present to the

requirements of teaching materials?

In the past ten years, with the continuous development of

international Chinese teaching, Chinese textbooks have become more

and more important. First, there is a clear trend of diversification. From

the perspective of the audience, the audience of Chinese textbooks in

the past is mainly foreign students, and these students are mainly

adults.

Nowadays, the audience of textbooks has increased the number of

Chinese students, Chinese fans, primary and secondary school students

and preschool children. The expansion of audience range also puts

forward new requirements for the compilation of Chinese textbooks. At

present, the domestic Chinese textbooks on the market a lot of

textbooks for foreign students, but for younger students teaching

material is very few, teaching material diversity will become one of the

development trend of the future.

look from the use requirements as the destination

Look from the use requirements, as the destination country for

Chinese attaches great importance to the degree and the improvement

of teachers, they put forward new requirements of Chinese teaching

material content design, hoping to be combined with the actual usage,

so there have been many textbooks written by foreign editor. In addition,

professional and amateur students have their own needs for the use of

textbooks.

Secondly, the localization trend is obvious. The United States,

France and other developed countries have a solid foundation for the

Chinese learning, a good second language study environment, as well as

a wide range of Chinese group, they will according to the needs of their

students and the actual usage of Chinese writing teaching materials with

local characteristics. However, we should also pay attention to the

principles and measures for the localization of teaching materials. First,

all textbooks should be taught in standard and standard mandarin. In a

broad sense, the world each country or region, with characteristics of

dialects of Chinese are known as the “Chinese (Chinese)”, should be

respected, but only “putonghua (Mandarin)” is the purpose of the

standardization of compiling textbooks and learning language. Secondly,

localization can be properly integrated into local culture, but mainly to

introduce Chinese culture. These two points are accepted by any second

language teaching material.

third the demand for quality is obvious

Third, the demand for quality is obvious. In the recent decade, with

the development of Chinese “going global”, the number of domestic

Chinese textbooks surged and were thousands, but only a very small

number of textbooks were actually used by us. Teaching materials

exported to other countries were even rarer. This also put forward

requirements for the preparation of many new textbooks.

Fourth, the digital demand is obvious. This is one of the ways to

enrich the teaching methods in the future, but in general, the

development of digital textbooks is developing, which is still not quite

high. In addition, digital development should be based on high-quality

materials, otherwise there is no point.

What are the problems and difficulties in compiling Chinese

textbooks?

I think the problem is mainly in two aspects:

First, there are thousands of Chinese teaching materials in China,

and there is a tendency of shoddy construction, even low-level

repetition in the same content. This not only affects the overall quality

of Chinese teaching materials, but also wastes resources and pollutes

the environment. Many of these materials are set aside by the editors

themselves, causing great waste. There are many reasons for this

problem for example if some editors

problem, for example, if some editors are completely out of the picture,

just because they don’t want to use other people’s textbooks, they make

up a set. Some editors are lack of overall design thinking, writing

textbooks and so on in the early stage of investigation and investigation.

Second, domestic editors have no understanding of the actual

situation of Chinese teaching abroad. Chinese as a foreign language for a

long time, the domestic academic circles more understanding of Chinese

language teaching for foreign students, but for the overseas Chinese

language teaching, especially the young teaching for primary and middle

school students are familiar with degree is very low. In the past ten years,

we have been sending Chinese teachers and volunteers overseas, and

the improvement of overseas teaching experience will fill the gap in our

teachers’ teaching methods in Chinese.

From the point of view of the textbook writer, what are the types

of Chinese textbooks?

From a domestic point of view, many textbook compilers are

themselves TCFL teachers who can form teams or write and publish

textbooks in their personal names. In addition, many publishers organize

their own team to write, edited by the publisher to play the author, so

that it can well meet the actual needs of the publishing house, which is

currently emerging on the market teaching methods, many foreign

publishers have precedents from abroad many

publishers have precedents. From abroad, many native writers design

their own textbooks. They also work with Chinese editors to write

textbooks that are both in accordance with the Chinese standard rules

and applicable to the local situation. In addition, editors will also

customize the textbook for localization.

What kind of teaching materials can become a quality textbook, it

should have what characteristics?

First of all, as the editor, should always carry out the concept of

Chinese educators. In the past, we only emphasized “teaching” and not

paying attention to “learning”. Now, we also think that the Western

“student-centered” is in line with the law of language teaching, at the

same time, we also increased the “teacher-oriented”, which is extremely

important to the dialectical view of Chinese teaching.

Secondly, the quality of our teaching materials depends on whether

the editor can pay attention to the characteristics of Chinese and

Chinese teaching in the textbook. For European and American students,

their language is an indo-european language family, and they are related

to each other, so they can be flexible and adaptable in the process of

acquiring each other’s language. Law, by contrast, Chinese belongs to

the sino-tibetan language, language and the indo-european exist bigger

difference, in the process of acquisition should join the necessary

grammar explanation and actual practice

grammar explanation and actual practice, emphasizes on the basis of the

structure. Therefore, the editor should give full consideration to the

characteristics of Chinese and Chinese teaching and write pertinently.

(practical Chinese textbook) was published by the commercial press

in 1981. In this book, we incorporated the concept of “combination of

structure and function” proposed by Chinese scholars at the time.

“Structure” refers to the structure and form of language, and “function”

refers to the actual use of language, and the combination of the two

methods also conforms to the law of Chinese teaching. As soon as it was

published, the practical Chinese textbook had a great impact both at

home and abroad, and soon became the most widely used basic Chinese

teaching material in the world. Mr Yao said in the United States is very

like the life of vocabulary to join in the book, and in 1982 in the review

of evaluation of the book “has the potential to be the future primary

Chinese textbooks”, and later his prediction has become a reality.

After entering the 21st century, even though higher institutions

such as Oxford are still in use (practical Chinese textbooks), its outdated

content has become a problem that can not be ignored, hence the need

to create new books. (New practical Chinese textbook) is not an adapted

version of (practical Chinese textbook), but a brand-new teaching

material. It further implements the “student-centered” teaching

philosophy and has a relatively large

philosophy, and has a relatively large breakthrough in function and

culture.

In the recent two years, with the development of the times and the

emergence of a large number of new things and new words, we have

revised (New Practical Chinese Textbook). We have added a lot about

China’s social reality as well as Chinese culture such as express delivery

and high-speed rail to the upgraded version of the new Practical Chinese

Textbook (Version 3) that started publishing in 2015. These are all

foreign students wanting to know To, but also to stimulate their interest

in learning Chinese.

What opportunities will the One Belt And One Road initiative

bring to the output of Chinese textbooks?

The “One Belt And One Road” initiative has increased the desire of

countries along the route to learn Chinese, further promoting the

overseas development of Chinese teaching and the export of Chinese

textbooks abroad. On the other hand, our Chinese teaching and the

compilation of Chinese teaching materials should also serve as the

“people connect” and pave the way for the national “One Belt And One

Road” strategy.

looking to learn mandarin chinese complete

Looking to Learn Mandarin Chinese? Complete Mandarin Chinese:

A Teach Yourself Guide:http://learn.chinahutong.com/549/