An Evaluation of a Chinese Language Textbook: From Students’ Perspective

Textbooks provide teachers with guidance in course and activity design. It assures a measure of structure, consistency, and logical progression in a class. The present paper is part of a broader study on the evaluation of textbooks used in teaching Chinese as a foreign language which were broadly used in Denmark. The need for such study was required by the increased interest shown by foreign students in learning Chinese at different high schools and universities in Denmark. The key assumption of my research is that this type of assessment can provide useful information in Chinese teaching and help both teachers and students to choose and use teaching materials more efficiently. The purpose of this research project was to determine the overall pedagogical value and suitability of the book towards students’ needs. This paper outlines a procedure for language textbook analysis from the perspective of students’ evaluation. The evaluation form, which includes five sections, could also be of use to those involved in language materials publishing, and government officials involved in the approval of language materials. The results of the research show the assessment of Intergrated Chinese is not good enough as expectation or estimation in normal. Although the textbook had met students’ basic needs and it could be a good book in the hand of a good teacher. Chinese language textbook could focus more on meeting the students’ need in real life communication and developing students’ own critical thinking.