Study On The Reform Of Textbook Content Attributes

Content attributes refer to the characteristics and the basic presupposition of textbooks, which form the criterion scales to evaluate the quality of compiling textbooks along with physics attributes, issue attributes and use attributes. Content attributes refract the value orientation of the compilers and policy makers and their education philosophy. Textbook users and compilers are liable to neglect the hidden feature of the refraction, which leads to backward thought and cognitive assumption, hence the attribute which is difficult to deal with in compiling textbooks. So this study tries to fix its attention to the reform of content attributes of textbooks.Content attributes of textbooks include seven criterion scales: theory basis, objective, balance, scope and sequence, selection of topics, correctness, time-effectiveness of knowledge and hidden project, among which theory basis and objective are the hyponymy scales of beliefs in compiling textbooks which dominate other content scales.The new curriculum reform for basic education makes a new interpretation to the value, function and goal of education. The curriculum-reform-based essence of knowledge has transformed from ontological view of knowledge to subjective view of knowledge, from static to dynamic view of knowledge. Because of their longer renewal period, it is often slower for textbook compilers to modify its content. So the belief in compiling textbooks, objective orientation and selection of topics of the present textbooks are usually not instep with curriculum reform. This paper begins with the evaluation of the content attributes of the present textbooks and then discusses the ways to reform the content attributes on the basis of the belief in the curriculum reform.This paper is divided into three sections. Section One expounds the effect social development has on the position of textbooks in school education. Based on the view of curriculum reform, Section Two analyzes the problems in the belief of compiling the present textbooks from the perspective of theory basis and objective and constructs a theoretical basis of compiling textbooks matching the instruction reform and meanwhile re-interprets the objective of compiling textbooks. Section Three involves such criterion scales as balance, scope and sequence, selection of topics, correctness, time-effectiveness of knowledge and hidden project which should be taken in consideration in selecting and presenting textbook content. It is difficult to include all the above criterion scales, so this paper tries to focus its attention on onlyseveral typical problems found in evaluating the present textbooks according to the content criterion scales, which are common in every subject and interfere with the decision of other attributes. The conclusion points out the disadvantages of the separation of texts from idea reform in the compilation of traditional textbooks and analyze the necessity and feasibility of textbook content attributes matching instruction reform.