A Research On Primary School Teachers' Conceptions Of Textbooks

Teachers' conceptions of textbooks (TCT) imply teachers'perspectives on objectives, contents, structure and instruction of textbooks.Various conceptions of textbooks(CT) reflect different values, functions,properties and treatment on textbooks.Through literature review on conceptions of textbooks and curriculumdevelopment theory, this thesis constructs a four-dimension-framework:conceptions of textbook objectives, contents, structure and instruction.Then the author employs the framework to analyze and induce experts'research on conceptions of textbooks. As a result, seven typicalconceptions of textbooks are concluded: bible, experiential naturalism,scientific orientation, paradigm, structuralism, humanistic orientation andconstructivism.Based on the framework above, the author adopts qualitative research,including interviews, classroom observation and analysis of teachers' log,etc, to explore six teachers' conceptions of textbooks in a primary school inPearl Delta, Guangdong Province during October 2006 to January 2007.Two questions are explored in the research:1.What kinds of conceptions of textbook do the teachers possess?(including their characteristics, types and mutual relations)2.What factors influence the formation of teachers' conceptions oftextbooks? (including the factors and how they influence these conceptionsof textbooks)The first question is explored primarily through interviews, classroomobservation and checking teachers' instructional design and teachingreflection; the second question is analyzed from three dimensions: theeducation authorities, school and teacher professional development.The research found:1. Different teachers show different conceptions of textbooks. J, L, Nteachers' conceptions of textbooks are closed, M's is intermediate and K,Q's are open. As for closed-orientation conceptions of textbooks, teacher Jis more emphasis on Examinations, teacher L takes textbooks as a"unique basis" of teaching, teacher N demands the textbook should "tellme how to teach". Teacher M thinks that textbooks are teacher's"lieutenant" in teaching, meanwhile "broadening knowledge" is necessary.Teacher K articulates that textbooks should be regardedas "example", "guidance" and stresses "infiltration" of teaching contents, students "understanding"; Q has the same views with teacher K's, but theformer's CT is more open.2. The forms and characteristics of TCT are complicated and TCT arenot the same with the CT of experts declared or found. Some CT theexperts declared do not exit in TCT.For example, J, L and N's are not bibleCT; teacher M's is not humanistic; and K, Q's do not equal toconstructivism.3.Different CTs have different traits in the four dimensions. Thedifference of conceptions of textbook structure is little in the three TCT,while there are relatively great disparity in textbook objectives, contentsand instruction. Most teachers advocate theme-based layout of textbook.As for textbook objectives, teachers J, N tends to the function of teachingexaminations, teacher L focuses on the acquisition of knowledge and skillsand children spiritual purification and teachers K, Q emphasize thepreparation for students' current and future life. To textbook contents, allteachers degree the link with students' daily life; teachers J,L,N pay moreattention to modal contents and knowledge; teacher M likes "both popularand elite knowledge"; Teachers K, Q emphasizes expanded knowledge. Asfor textbook instruction, teachers L,N relies on "syllabus and textbook";teacher M suggests "I teach what you give me" and also supplements someteaching materials; teachers K,Q are more inclined to the "infiltration" and"extension" of knowledge and the teaching of"flexibility."4. The formation of TCT is influenced by multi-level dimensionalfactors, while teacher professional development exerts more direct andprofound impacts on TCT. The factors from education authorities involve"examination", "textbook analysis" and "listen to public lecture"; school'sare "school reputation", "students scores", "collective instruction" and"collective instruction preparation"; factors fi'om personal and professionalgrowth mainly include "on-line study", "reading books", "taking openclass", "listening to lectures","leaming from the master", "teachingreflection", "childhood anecdote", etc.The innovation of the research includes: summarizing some kinds ofTCT and comparing their relations; finding the difference of TCTs betweenexperts and teachers; filling the vacancy of the research of TCT in teachereducation field.