• Korean Journal of Child Studies
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• v.24 no.4
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• pp.55-69
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• 2003

This study analyzed the contents of reading textbooks of Chinese-Korean $1^{st}$, $4^{th}$, and $7^{th}$ graders in Yanji, China with reference to ecological systems and values. Results showed that the literature genre of Korean textbooks in China was predominantly novels/stories(38.5%) rather than essays(13.7%), poems/verses/rhymes(16.2%) or others(31.6%). Characters were classified into 9 categories and analyzed by Bronfenbrenner's ecological paradigm. It was found that Chinese-Korean textbooks included more characters belonging to exo- or macro-systems including school, community, and government while Korean textbooks emphasized the self or the family, both belonging to the micro-system. Values in Chinese-Korean textbooks emphasized community and government. Korean textbooks emphasized individual life. Differences were more pronounced in textbooks of the upper grades.

• Journal for History of Mathematics
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• v.28 no.1
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• pp.15-29
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• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

• Research in Mathematical Education
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• v.19 no.4
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• pp.247-265
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• 2015

Mathematics textbook plays a significant role in shaping students' learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students' learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students' learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.

• Journal for History of Mathematics
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• v.31 no.5
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• pp.235-250
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• 2018

The history of mathematics is an important part of Chinese highschool mathematics curriculum. The current 2003 revised curriculum in China refers directly to the history of mathematics and presents it as one of the optional series. Moreover, they publish separate history textbooks for mathematics according to the 2003 revised curriculum. The importance of the history of mathematics in Chinese highschool curriculum, which was revised in 2017, has increased. This study aims to analyze the contents of the highschool curriculum and mathematics history textbooks, which were revised in 2003. Based on the results of analysis, we make suggestions on the use of mathematics history for teaching mathematics in Korea.

• Cross-Cultural Studies
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• v.40
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• pp.133-158
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• 2015

This study aims to analyse the conversation structure on Talking Culture("說漢語 淡文化") that is one of the conversation textbooks about Chinese culture and investigate Chinese textbooks published in Korea and Japan from a integration point of view among language, literature and culture for improving upon the problems on Talking Culture. For this purpose, this study, before analysing and investigating, considered the concept of language socialization on learning Chinese as a foreign language, and on the basis of it, analysed the conversation structure of Talking Culture. And then this study examined how we should organize the structures and contents when making conversations in Chinese textbook related with culture in compared with the Chinese textbooks published in Korea and Japan. In conclusion, this study argues that when composing a conversation textbook with culture, we not only need to pay attention not to have an inclination for conversation structure, but need to make use of the contents in Chinese literary and culture works for organizing conversations from the perspective of integration among language, literature and culture.

• 중국학논총
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• no.66
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• pp.105-126
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• 2020

Complement is a special grammatical phenomenon in Chinese. There is no complement in Korean, so complement teaching is a difficulty. There are some similarities between the degree complement with "de" and the modality complement. For a long time, there has been a phenomenon of fuzzy classification in the academic circle, which also affects the teaching of Chinese as a foreign language. There are several different views on these two kinds of complements in the current textbooks. This makes students and teachers feel very confused. From the perspective of Chinese teaching, the author analyzes the characteristics, classification and grammatical significance of these two kinds of complements, and investigates the four sets of current teaching materials. It is found that: some teaching materials are confused in terms of terms and classification; some teaching materials are not fully reproduced in terms of knowledge points; the students are prone to have partial errors, and the situation of the clutch words with modal complements is ignored by most teaching materials. Some textbooks overemphasize Verb Copying in the arrangement of modal complements. Most textbooks are lack of context. The author puts forward some teaching suggestions. In class, teachers should concentrate on speaking and practicing, and focus on the types of errors that students are prone to make. The textbooks should be arranged according to the outline, the two kinds of "similar" complements should be clearly classified, the context should be added appropriately, and the textbooks compiled in South Korea can be nationalized. Students should listen carefully, participate in classroom activities and interact with teachers. Ask for advice in case of any problem you don't understand..

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.599-617
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• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• Journal of Korean language education
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• v.28 no.4
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• pp.297-335
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• 2017

Recently, Chinese universities have been putting their priority on cultivating industry-academia linked talents, catching up with social change and industrial demand. Accordingly, vocational purpose education is being emphasized even in Korean language education. When facing active trade between Korea and China, the importance of business Korean language education will be magnified, and therefore, the demand for business Korean textbooks will grow accordingly. To strengthen the basis for the development of future business Korean textbooks, this study conducted a general analysis of a business Korean textbook for Chinese learners. Specifically, the textbook was examined by largely dividing it into external and internal structures. After dividing the internal structure into "purpose of compilation", "composition of the textbook", "learning contents", and "learning activity", the composition of the textbook was once again divided into "overall composition" and "unit composition", and the learning contents was further divided into "subject", "language content", and "supplementary knowledge." Furthermore, an analysis was conducted. The status and directions for future development of business Korean textbooks for Chinese learners are delineated and suggestions for improvement are provided. This study has its significant in that a general analysis was conducted on a business Korean textbook for Chinese learners, and is expected to be used as basic research material for the future development of business Korean textbooks.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.451-467
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• 2017

This study examined how the distributive principles(DP) works in our elementary school textbooks and work books to figure out the implications for developing the elementary mathematics curriculum and textbooks. For this purpose, Chinese and Japanese elementary textbooks were reviewed and five criteria for the analysis of Korean textbooks and workbooks were prepared by the review. The analysis showed that Korean textbooks and work books are inefficient to handle DP in many ways. Based on these findings, this study suggested that the DP should be codified into the curriculum and explicitly dealt with in elementary math textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.55-64
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• 2010

This study was intended to survey and analyze the illustrations of Chinese elementary science textbooks. The analysis criterion was composed of two categories, the kind of illustration and the role of illustration. The kind of illustration was divided into six subcategories categories such as photograph, picture, illustration, cartoon, diagram and recording sheet. The role of illustration was divided into four subcategories such as motive induction, guidance for learning, the supply of learning material, the presentation of learning result. The findings of this study were as follows. Chinese elementary science textbooks have about 3.55 illustrations per page. Compared with Korean ones, Chinese ones have more illustrations. From the analysis of the kinds of the illustrations on grade basis, it was found that the order of percentage of illustrations of Chinese elementary science textbooks is photograph, cartoon et al.. Photograph is prominent in entire grade. And From the analysis of the kinds of the illustrations on domain basis, the same results was founded. From the analysis of the roles of the illustrations on grade basis showed that both supply of learning material and guidance for learning are dominant in entire grade. The role of supply of learning material is a little more major than that of guidance for learning. From the analysis of the roles of the illustrations on domain basis, it was found that in domain of physics and chemistry the role of guidance for learning is major, and in domain of biology and earth science the role of supply of learning material is major.