What textbooks do you need to learn Chinese?

1. 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.

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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.

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