"Master The Theme-Fusion Context-Focus On Quality" A Study On The Construction Of Teaching Materials Comprehension Paradigm For Junior Middle School English Teachers

The research on the construction of “Master the theme-Fusion context-Focus on quality”textbook understanding paradigm for junior high school English teachers is based on the research path combining theoretical support and practical exploration,specifically studying the following three questions: 1.The theoretical connotation of “Master the theme-Fusion contextFocus on quality” paradigm for junior high school English teachers.2.Practice operation of "subject-integrated context-focused literacy" textbook understanding paradigm for junior high school English teachers.3.The construction mechanism of “Master the theme-Fusion contextFocus on quality” textbook understanding paradigm for junior high school English teachers.This study starts from exploring the theoretical basis for constructing the understanding paradigm of teaching materials for junior high school English teachers,and then seeks the practical basis from the existing practical experience,and finally makes theoretical improvement on the practical experience,and proposes the construction mechanism of the understanding paradigm of teaching materials for junior high school English teachers,in this way,bring certain enlightenment for the understanding practice of teaching materials,and enrich and improve the understanding theory of teaching materials for teachers.First of all,in order to explore the theoretical basis for constructing teachers’ textbook understanding paradigm,this research is guided by the multiple functions of textbooks,that is,the English curriculum idea with textbooks as the “course carrier”,and the English teaching ontology and textbooks with textbooks as the “teaching basis”.As the theoretical basis of student learning theory as the “material for learning”,it is concluded that the textbook understanding paradigm of junior high school English teachers should be in the proper state:the integration of curriculum content should be promoted,and the “prototype” of curriculum content should be restored;attention should be paid to the realization of the essence of the subject,to promote the “value-added” of the content of the teaching material;the way of implementing the course should be optimized to ensure the “landing” of the teaching content.Secondly,state the construction process and practical application of the textbook comprehension paradigm for junior high school English teachers in“Master the theme-Fusion context-Focus on quality”.The construction process of this paradigm includes stages such as“discovering problems-seeking practical experience-proposing solutions-practical application feedback”.In order to understand the current situation of junior high school English teachers’ understanding of textbooks,this study used the interview method to conduct interviews with 40 teachers at different stages of professional development from municipalities,provincial capitals,and district and county levels.The interviews were designed from the perspectives of teachers’ teaching materials,language views,learning views and teaching materials comprehension behavior.The results of the interview found that teachers lacked an overall understanding of English courses,there was a superficial phenomenon in their understanding of teaching materials,and there was a lack of disciplinary consideration for teaching materials adjustment.And other issues.In order to solve the above problems,this study uses the autobiographical method to review the researcher’s own professional life history,divides the teaching material understanding process,and lays a practical foundation for this research,and takes the English curriculum reform concept as the theoretical background,and uses the basic foreign language assessment reform to influence English teaching.The washback effect is used as a policy background,and under the comprehensive background,the “overall theme-integration of context-focusing on literacy” textbook comprehension paradigm for junior high school English teachers is proposed,which defines the dimension of junior high school English teachers’ textbook comprehension as the learning content based on the curriculum content Comprehension,the understanding of the learning process based on the nature of the subject,and the understanding of the learning method based on the learning activities;the core elements of the teaching material understanding for junior high school English teachers in this paradigm are the theme of integrating the content of the English course,the context that promotes the use of language knowledge,and the enhancement of the value of subject education.literacy.After proposing the “overall themes-integrating context-focusing on literacy” textbook comprehension paradigm for junior high school English teachers,the ontological meaning of the paradigm is explained from the dimensions of main features,guiding ideology,connotation,target positioning and guarantee conditions,and the paradigm is It is applied to three different courses of listening,reading and review courses.After each course is practiced,the effect of its implementation is analyzed in combination with students’ works.Practical models of understanding paradigms are revised and refined.Finally,this paper conducts a genetic analysis on the textbook comprehension paradigm of “overall themes-integrated context-focusing on literacy” for junior high school English teachers,including the causes,processes and mechanisms of occurrence.The main reasons include the promotion of scientific English curriculum development,the pursuit of studentoriented English teaching development,and the continuous reflection on the use of teaching materials.The construction process includes attempt exploration,discourse expression,paradigm generation,operation process,practice feedback,principle specification,strategy improvement,and concept improvement.The mechanism of occurrence is manifested in three aspects.First,teachers need to enter the field of practice from the perspective of teaching and academics.Teachers need to be based on the role of “reflective practitioners” and be a researchoriented teacher and a learning-oriented teacher who integrates theory and practice.Teachers;secondly,the construction of the textbook comprehension paradigm for junior high school English teachers requires teachers to understand the dominant position of students’ learning,make the textbooks integrate with the students’ life world,enhance students’ curriculum comprehension ability,and design various forms of learning activities;finally,teachers’ textbook understanding Paradigm construction requires teachers to realize the subject nature of English subjects.Teachers should pay attention to the construction of structured knowledge in English subjects,and implement the English subject’s thinking method of “unifying learning and use” and the value function of English subject “literacy and nurturing people”.