1 Introduction

The importance and urgency of digital textbooks in the context of modernization of education in China were discussed, and the gap between current research and practice of digital textbooks was pointed out, such as shallow integration of technology and education, insufficient interactivity, and other issues. At the same time, it introduced South Korea's rich experience in the development and application of digital textbooks, as well as its policy promotion and comprehensive promotion process. The research focuses on the characteristics of the development of digital English textbooks in South Korea, aiming to provide reference for the construction of digital English textbooks in China, especially on how to develop English digital textbooks that can promote independent, cooperative, and exploratory learning.

2 Research Design

Deeply explored the theory of curriculum consistency, emphasizing the importance of coordination and consistency between curriculum standards, textbooks, teaching, and evaluation in improving academic standards. The study used content analysis method and statistical analysis tools to conduct frequency statistics and percentage calculations on Korean junior high school English digital textbooks, in order to evaluate their consistency with curriculum standards. The research subjects are 11 versions of junior high school English digital textbooks on the South Korean Unified Digital Textbook Platform, all of which were developed in accordance with the National Curriculum Standards for Primary and Secondary Schools. The analysis framework is based on the curriculum standards and technical standards of the South Korean Ministry of Education, while also referencing relevant standards in China to ensure the accuracy and applicability of the analysis. The data collection and analysis are carried out by coders with English education backgrounds, who encode the textbooks according to the analysis framework and perform quantitative analysis on the raw data through standardized processing. The research aims to reveal the characteristics of the compilation of digital English textbooks in South Korea and provide suggestions for the compilation of digital English textbooks in China.

3 Results and Discussion

Korean digital English textbooks follow the structure of paper textbooks, but have been optimized, such as hiding knowledge points, creating card like resources, embedding animated videos, etc., to enhance interactivity. In terms of content, multimedia resources are abundant, supplementing a large number of differentiated learning resources to meet the needs of students at different levels. On the tool dimension, learning tools have relatively complete functions, supporting autonomous, collaborative, and exploratory learning, but the teaching tool functions need to be strengthened. In terms of technology, the interface technology has high consistency, provides rich interaction and navigation functions, and has strong accessibility to textbooks. The commonality analysis shows that the level of commonality in the technical dimension is higher than that in the tool and content dimensions, and multimedia resources, interface presentation, and evaluation content have more commonalities. The compilation of digital textbooks in South Korea emphasizes the integration of technology and teaching, providing diverse learning resources and processes, but the functionality of teaching tools needs further development. A unified digital textbook development and management model is beneficial for resource sharing and standardization, but it may also lead to insufficient content innovation.

4 Summary and Suggestions

Digital textbooks are the key to educational modernization and classroom reform. This study aims to enrich the theory of compilation and guide practice. Suggestions include: 1) improving resource targeting, adding differentiated learning content, and meeting the needs of different students; 2) Emphasize the development of learning tools and support customized learning for students; 3) Utilize technological advantages, create inquiry scenarios, and cultivate inquiry skills; 4) Unified digital textbook platform and standards, standardized content and format. Future research should combine learning theory and cognitive load theory.