A Study Of The Function Of Chinese Teaching Reference Book

It is reported in the questionnaire survey by Education Ministry in 2004 that 90.0% of teachers in primary and secondary schools consulted teaching reference book, while only 45.0% of them were satisfied with it. There is a large gap between the utilization rate and satisfaction. Taking Chinese language for example, and taking the Chinese language teaching reference books published respectively by People Education Press, Shanghai Education Press and Jiangsu Education Press as samples, this dissertation attempts to study the function of Chinese language teaching reference book under the context of the New Curriculum Reform to clarify vague understanding of it, and to seek to improve the compiling quality.The main ideas of this dissertation are as following:In Chapterâ… , the history of Chinese language teaching reference book is systemized chronologically, which lays a strong foundation for the whole study.In Chapterâ…¡, putting Chinese language teaching reference book in the system of teaching elements, this study tries to clarify the relationship between the reference book and other related teaching elements, teaching texts, focused on the requests and influences from the status quo of Chinese language curriculum compiling and Chinese language textbook compiling, professional development of Chinese language teachers and the New Curriculum Reform. The ideal function of Chinese language teaching reference book under the context of the New Curriculum Reform is analyzed from multidimensional perspectives. In the respect of direct function, the teaching reference book can present curriculum objective and content, illustrate the texts, provide correlative background material, offer the strategy to organize teaching process and reveal the evaluation standards and strategy. The realization of direct function also makes the indirect function work. In the respect of the types of the problems, the teaching reference book can help teachers solve the scientific problems in Chinese language teaching, but does not effect on solving the artistic problems. In the respect of users, the teaching reference book mainly aims at group function, not individual function. It is advisable for improving the quality of compiling the Chinese language teaching reference book to investigate and analyze the needs of Chinese language teachers, to soak up the new academic achievements, to strengthen its positive function and to avoid its negative function. Then the gap between the ideal function and real function will be minimized, which facilitates the New Curriculum Reform.In Chapterâ…¢toâ…¤,an empirical study on the function of Chinese language teaching reference book is held among Chinese language teachers and editors of Chinese language teaching reference book through questionnaire surveying, class observations and interviews. The first one is questionnaire surveying. This study surveys 331 Chinese language teachers of senior secondary schools and primary schools from three provinces and Shanghai. It indicates that 92.7% teachers use the Chinese language teaching reference book. Over 80 percent think that the reference book in use does not reflect the requirements of the Curriculum Standards sufficiently. Only 48.5% prefer to be satisfied with the Chinese language teaching reference book. The present reference book may help in understanding problems such as what the teaching objectives, to use which material, but fails to explain what to teach, how to teach, and so on.Secondly, class observations. In the class observations, it is discovered that textbook, teaching reference book and lesson memoir do not match well. The teachers use some content of the teaching reference book according to their needs, thus only part of it affect the teaching. The teaching reference book doesn't indicate curriculum knowledge clearly, and lacks internal consistency among each part. The type of text-analyzing reference book can help teachers explain texts, but does not provide much on how to teach.Thirdly, interviews. During the interviews with teachers, they comment that the Chinese language teaching reference book can help them with their work. The more experienced the teachers are, the less it can contribute to them. The interviews with editors reveal that the teaching reference book can help in ensuring the basic teaching quality. At the same time, this study disapproves of abolishing the teaching reference book by listing some argumentations and makes a rational analysis of the saying by Ye Shengtao "this teaching reference book is a kind of opium".In Chapterâ…¥, with the help of multi-layered study, different versions of teaching reference books are divided into four styles, and their compiling characteristics are defined. It also concludes the general situation about the compilation of Chinese language teaching reference book in China. To overcome shortcomings of compiling, some suggestions are provided for improving the quality of Chinese language teaching reference book.The findings of the present study will contribute to editors in improving the compiling quality of Chinese language teaching reference book, and administrators and teachers in understanding Chinese language teaching reference book correctly. Much attention of this study is paid to the function of the Chinese language teaching reference book under the context of the New Curriculum Reform, there is much room to further this in editions and applications.