【作者】 杜红梅；

【导师】 石义堂；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 随着世界多元文化的发展，东西方文化在碰撞中走向融合，基于不同社会制度、文化传统下的母语教材建设也显示出某种程度的趋同，反映着母语教材建设的共同规律。我国江苏教育出版社义务教育课程标准语文实验教科书(以下简称苏教版)和美国(加利福尼亚州)文学类教材《读者的选择》(以下简称加州版)同属于地方版教材，它们编制出版时间大体接近，又具有广泛的区域代表性，更为主要的是两者在编排体例上有着惊人的趋同，反映了各自母语教材建设的主流走向。本研究的思路可表述为：从探讨两套教科书的设计思路入手，运用文献法、比较法和个案法从静态的教材内部结构和动态的言语实践系统两方面，对两套语文教科书进行了系统深入的比较，揭示了两套教科书在这两方面呈现出的不同特点以及对我国母语教材建设的启示作用。两种教科书设计思路差异中显现整合，即都可以概括为主体内容、合成单元，每个单元都可以分为课文和言语实践两部分，所以本研究从动静态的角度去比较两种教科书。静态的内部结构主要从课文系统、知识系统、助读系统、练习系统、图像系统和附录系统六个方面比较两种教科书各自要素的内容、特点和呈现方式，通过具体层面的分析，比较两者的异同并探讨这些内容编制的理论支撑和文化背景。动态的言语实践活动主要采取个案比较的方法，选取有代表性的阅读、写作和口语交际的个案从训练的内容、目标、实施、策略和评价等方面进行比较，以其发现各自的特点和异同，力图能够窥斑见豹。通过比较分析发现：两种教科书言语实践系统所设板块不同，内容各异，但却呈现某种程度的趋同，设计思路也是异曲同工。但由于民族文化传统、民族语言文字和民族思维方式的碰撞，所选取的比较的个案在趋同的基础上也呈现出各自独特的特点。具体表现如下：两种教科书口语交际在过程设计、评价、对交流双方的关注方面各具特色；两种教科书阅读训练在阅读教学目标、阅读价值趋向、阅读训练方式和阅读策略方面均大相径庭；两种教科书写作训练除了训练内容、过程和策略方面的趋同性外，加州版在指导策略和能力培养方面还呈现出独特的特点。在最后一部分的思考借鉴，本研究从教科书编制的理论基础、促进学生自主学习，言语实践活动的设计、现代多媒体的渗透及内部结构设计几方面来凭介加州版语文教科书并反思我国母语教科书在这些方面的不足之处。更多还原

【Abstract】 Along with multicultural development in the world, the culture of the west and east is heading for a collision and a mixing. The mother-tongue textbook construction, which is based on a different social system and cultural tradition, also displays much convergence and reflects the common regulation of the mother-tongue textbook construction. Jiangsu Education Edition Chinese experimental textbook which is based on the compulsory education Chinese curriculum criterion (which will hereafter be referred to as the Jiangsu Education Edition) and the literary textbook of the United States (the State of California’s The Reader’s Choice, which will hereafter be referred to as the California Edition) are both local, the time of their compilation and issue is nearly the same, and they both have a representative in the district; furthermore, they are astonishingly similar in planning style and they each reflect their mother-tongue essential textbook direction. So I decided to make a comparison of each textbook’s system: both their internal structure and their speech practical ties.The way of thinking of this research can express for: from talking about the way of thinking of these two kinds of textbook, So I decided to make a comparison of each textbook’s system: both their internal structure and their speech practical ties by using individual cases method and Comparison method. Comparing two sets of language textbooks deeply and trying to find different characteristics of in this both side and enlighten function to our mother tongue textbook.There is integration and differences in the design of two kinds of textbook, That is topic contents synthesize unit and each unit can be divided into the text and practical ties two parts, so I compared the two textbooks’ internal structure, which includes the following six aspects: the text system, material system (which helps students understand the text), exercise system, knowledge system, picture system and appendix system. The aim of this kind of comparison is to inquire into the contents of each, as well as the characteristics and the way of presenting and propping up each one’s theory of outworking and cultural background.As for the language practical ties, I mainly used the case method and chose representative reading training, writing training, and oral communication to compare the two textbooks’ training content goals, implementation, strategy, evaluation etc. I tried to deduce general rules from specific cases. From the comparison, it can be noted that: the two textbooks’ language practical ties have different content and different parts, but their essentials are nearly the same; the thought design is different in approach but equally satisfactory in result. But because of the collision of race and cultural tradition of racial language and racial modes of thinking, each text also presents special characteristics. The individualities are as follows: In its oral communication, there is difference in intercourses design, evaluation, process of two kinds of textbook Jiangsu Education Edition pays attention to training and reduces the importance of skill and method; giving prominence to scenarios. It pays attention to language environment; paying less attention to process, and being in need of evaluation. But the California Edition presents listening and speaking training; it pays more attention to the listener and the speaker, and pays much attention to the target direction and process traction, permeating a diverse evaluation; As for reading training, the two kinds of reading trainings in the textbooks display a vast difference in their reading target, reading value tropism, reading mode and reading strategy. In the area of writing training, the writing trainings of the two textbooks are nearly the same. In addition to the content, process, strategy etc., the California Edition presents special characteristics such as permeating guide suggestions and encouraging principles in the writing process. It also provides work of age cohorts. As for the development of ability, it pays much attention to building up the reader’s conscious ability, ego construction ability, conversational ability, and using medium technique ability etc. The last part is thinking and draw lessons from California Edition, This research talks about the theories foundation of the textbook, Promoting independence study of students, the design of speech practices activity, permeating the modern multi-media and the internal structure design and it also rethinks the shortage of our mother tongue textbook in these aspects. The purpose lies in constructing our mother-tongue textbook perfectly from these aspects.更多还原