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A Comparative Analysis of High School Chinese Textbooks between Korea and USA
Journal of Chinese Language and Literature
2015,
(68), pp.243-273
DOI : 10.15792/clsyn..68.201504.243
Publisher : Chinese Literary Society Of Yeong Nam
Research Area : Chinese Language and Literature
DOI : 10.15792/clsyn..68.201504.243
Publisher : Chinese Literary Society Of Yeong Nam
Research Area : Chinese Language and Literature
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Textbooks are even a more influential teaching material than any other ones in schools. There is therefore the necessity for the continuous quality control of textbooks. The purpose of this study is to compare the differences between Korean and American Chinese textbooks in high school and to make recommendations as to which be more suitable for the Korean-Chinese learner. For this purpose, each textbook was analyzed based on the following two steps: holistic analysis, deep analysis of tasks. First step, the study assessed and analyzed the textbooks holistically by Chinese textbook evaluation criteria for selecting which is composed of five evaluation categories: curriculum, content, student, teacher, appearance system. Second, the tasks of each textbook are analyzed by the five criteria of deep analysis based on Littlejohn's criteria. The present study suggested the ways to figure out effective and systematic methods of Chinese teaching and studying, based on comparison and analysis of high school Chinese textbooks of Korea and America.
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