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A Study On The Comprehension Of Middle School Teachers' Textbooks

Posted on:2016-07-18Degree:DoctorType:Dissertation
Country:ChinaCandidate:D K ShenFull Text:PDF
GTID:1107330473961486Subject:School curriculum and teaching
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Teacher’s textbook understanding is an essential part of curriculum understanding, and also the basic premise for the teacher’s accomplishment of classroom teaching effectively. The study can enhance the consciousness of teacher’s textbook understanding, promote the ability of teacher’s textbook understanding, improve the quality of teaching and curriculum implementation quality, perfect theoretical system of teacher’s textbook understanding, promote teachers’ quality of life.The concept of fuzzy is an important reason that teacher’s textbook understanding has not become the hot research of our country’s educational theory. The author suggest with the concept of textbook understanding replace textbook processing and textbook redevelopment.According to the problems found, analysis problem, problem-solving ideas, first of all, using observation and interviews found that the main problems of middle school teachers in the textbook understanding. Lack of the theory about teacher’s textbook understanding and lack of teacher’s understanding capacity of textbook are the main reasons.Respectively traditional hermeneutics and philosophical hermeneutics as the theoretical basis, from the perspective of meaning creation, the teacher’s textbook understanding is divided into significance of restoration type and meaning creation type, also proposed from significance of restoration type to meaning creation type is the rational orientation of teacher’s textbook understanding.Learn from the research of Gadamer about how understanding can occur, we think the teacher’s textbook understanding requires teacher’s vorurteil, anticipation of perfection,distanciation,language, teacher’s horizon, hermeneutic circle to happen, and finally to be completed.We put the text concept, symbolic interactionism and Goodlad’s curriculum level theory combination, think the process of teacher’s textbook understanding can be summarized as three major aspects: interaction between teachers and curriculum standards:convert societal curriculum for the understanding curriculum; interaction between teachers and textbooks:convert understanding curriculum for the instructional curriculum; interaction between teachers and students:convert instructional curriculum for the experiential curriculum. The main work of each link is to convert text.Reference the discussion on theory of scientific understanding, theory of humane understanding, theory of practice understanding from these three kinds theory of understanding to the understanding standards, "Taylor principle" in determining educational goals perspective on three sources, and considering the nature of the subject and teacher’s textbook understanding such as, established the standards of teacher’s textbook understanding from the "correctness (curriculum standards)"and "practice acceptance (the students’ needs)".Lack of teacher’s understanding capacity of textbook is one of the important reasons for teacher’s textbook understanding’ problems. To solve the problems in teacher’s textbook understanding should be to enhance the teacher’s understanding capacity of textbook as a breakthrough. Proposed the improvement of teacher’s understanding capacity of textbook should start from improve teacher’s sense of self,enrich the teacher’s professional knowledge, master the basic strategies of textbook processing, reflective practical and so on.
Keywords/Search Tags:middle school teachers, textbook understanding, teachert’s understanding capacity of textbook
PDF Full Text Request
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