A Study On Chinese Teachers' Teaching Adaptability To Chinese Teaching Materials Edited By Ministry In Junior Grade Of Primary School

“Multiple books,one outline” policy was carried out in Chinese textbooks in our country before 2017.Although this policy can meet the need of teaching in different places,there are still existing problems that cannot be ignored.The Ministry of Education has stipulated that Chinese textbooks for primary and secondary schools in our country will be replaced by textbooks compiled by the ministry from the beginning of the new school year in September2017 in order to solve the problems brought by applying the original policies.Compared with the "People's Education Edition" of textbooks which were widely used before,new textbooks compiled by the Ministry of Education are greatly changed from content to form,which brought great challenges to Chinese teachers,especially those who are devoting in Chinese teaching in primary grades of elementary schools in minority border areas.Pingbian Miao Autonomous County is located in the south of Yunnan province and the southeast of Honghe prefecture.There are 17 ethnic groups such as Miao,Han,Yi,Zhuang,and Yao in the county.Pingbian county is relatively backward in economic and social development.Its educational development is restricted by the local specific culture,language,customs,and other factors.So few local families are supporting for school education.In the process of implementing the new teaching material reform,what are the problems and difficulties that teachers will encounter during their future teaching process and the adaptation process of the local culture to the new teaching materials? Will the new version be accepted by these border minority areas? To find answers to all these questions above,we need to pay special attention to the teaching adaptation process of language teachers in border areas.This thesis takes lower-grade Chinese teachers of Honghe county primary school as the research object to carry out the research by using the methods of literature analysis,observation,questionnaire and interview.According to the changes and requirements of new textbooks and combined with the actual use of new textbooks by elementary school teachers,the current situation of new textbooks adaptation among Chinese teachers in Pingbian are investigated from the following three aspects: understanding and mastering of new textbooks,the use of new textbooks,and evaluation of new textbooks in order to analyze the problems and confusions existing in the teaching process of adapting new textbooks,as well as the influence factors of these problems.These factors include teachers' inadequate understanding of educational concepts,lack of familiarity with new textbooks,heavy teaching tasks,low level of specialization,little as well as too single-formed training,constraints on the evaluation mechanism,and the urbanization tendency of the textbook itself.Based on factors above,suggestions are put forward from the perspectives of the teachers,schools,and education administration departments on how to improve the teaching adaptability of Chinese teachers in Pingbian primary schools in three aspects: Teachers need to improve their literacy,implement open teaching,change teaching methods,and creatively use teaching materials;Schools should establish teachers' assistance models,organize teachers to learn each other,and establish a developmental teacher evaluation mechanism;Education administration departments should increase more investment in education to establish a long-term mechanism for teacher mobility in the county and strengthen teacher training.The compilation of teaching materials should give full consideration of the actual situation of border ethnic areas.