Why was it generally believed that domestic university mathematics textbooks were not well compiled?
It was generally believed that the reasons for the poor compilation of mathematics textbooks in domestic universities might be as follows: 1. Language difficulty: Chinese mathematics textbooks often use abstract and complex language that is difficult to understand and master. In contrast, foreign mathematics textbooks used more intuitive and easy-to-understand language for students to grasp. 2. Outdated content: Chinese mathematics textbooks tend to focus on past results and theories and ignore the latest research results and theories. In contrast, foreign mathematics textbooks would provide more latest research results and theories. 3. lack of interaction: domestic mathematics textbooks often focus on one-way knowledge imparting, lack of interaction and discussion with students, and it is difficult to stimulate students 'interest and creativity in learning. In contrast, foreign mathematics textbooks usually focused on student interaction and discussion, providing more practice questions and experimental opportunities to help students better understand and master knowledge. 4. Uneven quality of teaching materials: The domestic mathematics textbook writing team may lack professional background and experience. The quality of the writing is uneven. In contrast, foreign mathematics textbook writing teams were usually composed of mathematicians, scholars, and other professionals. They could better grasp the latest developments in mathematics research and write higher quality textbooks. It should be noted that the above is only one of the possible reasons. The specific situation may vary from person to person. At the same time, there were many excellent mathematics textbooks in the country that provided good learning resources for students.
Why were the textbooks for primary and secondary school students mostly compiled by the Ministry of Education and not the People's Education?
The Ministry of Education edition and the People's Education edition were two different versions of teaching materials. The main difference was the difference between the editors and the publishing agencies. The Ministry of Education edition was a textbook compiled by the Chinese Ministry of Education. It was written according to the teaching outline and curriculum requirements of the Chinese Ministry of Education. The compilation of the Ministry edition of teaching materials focuses on practicality and innovation, aiming to improve the comprehensive quality and practical ability of students. In contrast, the People's Education Press was a teaching material written by the education committee or teaching research institution of various provinces, cities, and autonomous regions. It was mainly targeted at local primary and secondary school students. The compilation of the teaching materials of the People's Education Press focused on theoretical knowledge and examination results. They usually focused on the breadth and depth of knowledge and ignored practicality and innovation. Due to the strict regulations of the Ministry of Education and the Ministry of Supervision on the compilation of teaching materials, the publication of teaching materials compiled by the Ministry of Education was subject to stricter scrutiny and supervision, while the teaching materials published by the People's Education Press were relatively lax. The price of these externally compiled textbooks was usually higher than that of the PEP textbooks. Therefore, most of the textbooks for primary and secondary school students were compiled by the Ministry of Education instead of the People's Education Ministry. The main reason was that the compilation of the Ministry of Education textbooks paid more attention to practicality and innovation, which was more suitable for the teaching outline and curriculum requirements of the Chinese Ministry of Education.
What was the difference between domestic and foreign psychology textbooks?
The difference between domestic and foreign psychology textbooks lies in cultural and language differences. Psychology is a cross-cultural subject, so foreign textbooks are usually written in English, while domestic textbooks are more concerned with the use of Chinese. In addition, due to different cultural backgrounds, foreign textbooks may pay more attention to specific cultural, social, and historical backgrounds, while domestic textbooks may pay more attention to Chinese psychology research. In addition, the contents of the psychology textbooks were also different. Foreign textbooks usually delve deeper into the theory and practice of psychology, while domestic textbooks may focus more on the presentation of basic knowledge and the introduction of research methods. Of course, this did not mean that domestic teaching materials were not good. It was just that compared to foreign teaching materials, they might pay more attention to practicality and maneuverability. The difference between domestic and foreign psychology textbooks may be more related to factors such as language, culture, and research methods. However, no matter what kind of teaching materials were used to study psychology, it required patience and perseverance to understand the concepts and methods of psychology through reading and understanding the content and cases in the teaching materials.
What was the difference between domestic and foreign psychology textbooks?
The differences between domestic and foreign psychology textbooks may vary by region and language, but in general, the following are some possible differences: 1. The content of the textbook: The content of psychology textbooks usually varies from country to country. In some countries, psychology textbooks may focus more on basic concepts and theories, while in other countries, textbooks may focus more on experiments and case studies. In addition, some countries 'textbooks might also focus on specific fields of research such as social psychology and clinical psychology. Translated versions of textbooks: Translated versions of psychology textbooks vary from country to country. In some countries, the translated versions of the teaching materials may be translated into local languages by local translator, while in other countries, the translated versions of the teaching materials may be translated into many languages by international translation companies. This may affect the content and language style of the teaching materials, but it may also promote communication and understanding between different languages. 3. The pricing of teaching materials: The pricing of psychology teaching materials varies from country to country. In some countries, psychology textbooks may be priced relatively low to accommodate low-income people. In other countries, textbooks may be priced relatively high to reflect their quality and academic value. 4. The publication cycle of textbooks: The publication cycle of psychology textbooks varies from country to country. In some countries, the publishing cycle of teaching materials may be relatively short to meet market demand. In other countries, the publication cycle of teaching materials may be longer to ensure that the content and quality of the teaching materials are sufficiently reviewed and revised. The differences between domestic and foreign psychology textbooks may vary according to regions and languages, but in general, the differences between different textbooks may stem from the differences in psychological research status, cultural background, and educational needs in different countries and regions.
What were the textbooks for the undergraduate course of Chinese Language Studies at Peking University?
I am unable to provide information on all the textbooks for the undergraduate course of Chinese Language Studies at Peking University. Because I'm a fan of online literature, my knowledge comes from the online literature knowledge I've learned and the deadline for my knowledge is 2021, so I can't provide the latest information. However, Peking University's textbooks for the undergraduate course of Chinese language may vary according to different grades. You can consult the teachers and students of Peking University's Chinese Language Department or consult the school's official website for more information.
What are the Chinese language and literature textbooks in Peking University?
Peking University's undergraduate textbooks on Chinese language and literature included the following books: Ancient Chinese (Wang Li), Modern Chinese (Huang Borong, Liao Xudong), Introduction to Philology (Zhou Youguang), Selection of Literature (Chen Sihe), History of Chinese Literature (Hong Zicheng), History of Chinese Fictions (Shi Zhecun), etc. These teaching materials were the main teaching materials for Peking University's Chinese Language and Literature major. The content covered ancient, modern, contemporary, and many other periods and literary works of different styles.
Why did the textbooks say that there were no philosophers in ancient China?
There was indeed no such thing as a philosopher in ancient China because the development of ancient Chinese philosophy could be traced back to the ancient Chinese tradition of thinking, and philosophers were the concept of Western philosophy. The development of ancient Chinese philosophy can be traced back to ancient Chinese cultural traditions and thinking traditions, including Taoism, Confucianism, Mohism, Legalism, and many other schools of thought. These schools of thought had a profound influence on ancient Chinese history and had a profound influence on ancient Chinese culture and thought. Most of the ancient Chinese philosophers were ideologists. They focused on practicality and solving practical problems instead of focusing on speculation and theoretical construction like Western philosophers. Therefore, the ancient Chinese philosophers were rarely classified as philosophers, but more often classified as philosophers or the representative figures of philosophers. The development of ancient Chinese philosophy was very different from the development of Western philosophy, so textbooks usually did not regard ancient China as the field of philosophers.
Why was it that Cao Xueqin was generally believed to be the author of the famous Chinese novel,'Dream of the Red Chamber'?
The conclusion that Cao Xueqin was the author of the famous Chinese novel 'Dream of the Red Chamber', could be proved in many ways. 'Dream of the Red Chamber' was a novel of great cultural value and was hailed as the pinnacle of Chinese fiction. This novel depicted the life of the Qing Dynasty aristocratic society, reflecting the richness of human nature and the complexity of society. The author Cao Xueqin's life and cultural background were closely related to these topics, so he could better understand and express these topics. 'Dream of the Red Chamber' had many unique literary techniques and techniques of expression, such as the delicate description of the characters, the twists and turns of the plot, the unique style of the language, and so on. These characteristics were also what Cao Xueqin possessed. He was able to integrate these techniques and expressions into his novels through his own creation. Cao Xueqin was a famous writer in the Qing Dynasty. There were many legends and stories about his life experience and creation process. These legends and stories all indicated his background and the period when he wrote 'Dream of the Red Chamber', so he was generally considered the author of' Dream of the Red Chamber'. In summary, Cao Xueqin was generally believed to be the author of the famous Chinese novel, Dream of the Red Chamber. This was also the most widely accepted point of view.
Why were domestic cartoons more fantastical?
The reason why domestic cartoons were more fantasy was mainly because fantasy novels and fantasy works had a large number of readers and fans in China, and these works were also widely used in animation production. Fantasy works usually had a unique imagination and creativity that could attract the audience's attention and bring rich imagination and experience to the audience. These works usually contain mysterious elements such as magic, mythology, monsters, etc. These elements can attract the audience's interest and provide unique visual effects and feelings for the audience. The domestic animation industry had made great progress in the past few decades and had a large number of creators and producers. Fantasy was also one of the most popular topics in domestic cartoons, so fantasy elements were widely used in domestic cartoons. The main reason why domestic cartoons were more fantasy-themed was that they were influenced by fantasy novels and fantasy works, as well as the limitations of the domestic animation industry.
Why is it believed that no one will tell a true story?
Maybe because people are afraid of the consequences or worried about being judged.
Why can a true war story not be believed?
It's often because the reality of war is so extreme and hard to fathom that it seems almost unbelievable.