本文以三套通用型初级汉语口语教材作为研究对象，采用定性研究与定量分析相结合的方法，对教材进行了比较全面的考察和研究，总结了教材在编写上的得失。全文共分为五章：第一章总结前人的研究成果，提出本文的研究目标、研究内容和研究方法。第二章参考前人的研究成果，依据教学规范和教学大纲的有关规定，总结了口语课的特点以及初级阶段口语教学的目标；根据对教材使用者访谈结果的分析，提出了初级口语教材编写的三项原则：一、教材要重视语体特点，二、教材要适合学生水平，三、教材要合理控制难度。第三章以《发展汉语》、《初级汉语口语》和《汉语会话课本》为例，在定性研究与定量分析相结合的基础上采用描写与比较的方法，分析了教材在编写指导思想、体例、词汇、课文、功能、注释、练习、版式和印刷以及配套资源方面的特点，总结了教材中值得借鉴的经验，并指出了存在的问题，即教材对单课生词数量和难度的控制具有随意性，生词表中的翻译不准确，生词注释缺乏针对性；课文话题分散，内容与现实脱节；对语言点的注释缺乏实用性；部分口语练习难度过大；插图没有充分发挥辅助教学的作用；教材缺乏必要的配套资源等。第四章基于现有教材中存在的问题，对未来教材的编写提出了建议，比如：在编写体例方面，教材最好能与教学的阶段相对应，划分出教学单元，并安排单元复习；词汇方面，教材要精心设计词汇的分布，使每一课、每一单元的词汇数量适合学生学习的发展阶段，要注重词汇的语体和实用性，对生词的注释要准确、实用；课文方面，话题要相对单一，要具有时代感，课文中的交际场所要多样化；教材要提供适合教师和学生使用的配套资源。

This paper makes a study on three sets of primary spoken Chinese textbooks. It does an overall examination and research on textbooks, combining two methods, which are property-focus research and quantitative analysis. It reviews the merits and demerits of compiling textbooks. This paper is divided into five chapters: In the first chapter, it reviews the outcome of previous researchers and puts forward the objective, content and approaches of this paper. In the second chapter, in light of such outcome, it reviews the features of spoken lessons and their primary objectives with reference to the standard of teaching and syllabus. Based upon the analysis of the interview results from users, it puts forth three principles on how to compile primary spoken Chinese textbooks: to emphasize on stylistic characteristics; to suit the learners; control difficulty reasonably.In the third chapter, taking three sets of primary spoken Chinese textbooks as examples, it analyzes the features of methodology, structure and style, vocabulary, passages, functions, notes, exercises, format and printing, affliated resources, using description and comparison methods based upon property-focus research and quantitative analysis. It summarizes the useful experiences, and also points out some problems in the textbooks, such as its arbitrariness to the quantity and difficulty of new words in each lesson, incorrectness of the translation of the vocabulary list, which isn’t pertinent to the notes; its topics are not focused, Content lose touch with reality; language points lack practicability; Some difficult oral practices; Unutilization of the illustrations to auxiliary teaching effect; Lackness of necessary supporting resources, etc.In the fourth chapter, on the basis of the problems in textbooks nowadays, it makes some suggestions on future textbook compiling. Such as in compiling style, the textbook should be in accordance with the teaching periods, have separate units and reviews; In vocabulary, the textbook should have an elaborate design of vocabulary distribution which could make each lesson and its vocabulary quantities be suitable to the learners’ development phase, it should focus on the stylistics and practicability the vocabulary, which notes are accurate and functional; In the texts, the topic should be in unity and sense of times, text communication places must diversify; Textbooks should provide suitable supplementary resources for teachers and students.