Study Of Factors Influencing Primary School Teachers' Textbook Using

Historically, the relationship of teachers and teaching materials has been changing with the development of education, especially with the development of teaching materials. To put it simply, teachers and their teaching materials were closely integrated during the informal period of education, and were divided into two independent parts in the formal education. However, with the change of social context of education, during the last several decades, pursuing a closer relationship between teachers and teaching materials has become one of the most important points in curriculum studies. Teachers are expected to play more creative roles in curriculum implementation.This research, under such context, aims to answer theses questions: How teachers make use of their textbooks, and what factors (external and internal) will affect the processes of their textbook using. Employing qualitative research methods, this research takes a Math teaching research group in a primary school as a case, and tries to answer these questions with data from on-site observation, interviews and documents analysis.This research finds that external factors such as school culture, formal and informal discussion of textbooks among teachers (at the group level, school level or district level) and professional supports, and internal factors such as teachers understanding of the textbook, students and their professional growth will affect teachers' use of textbook using.In the last chapter, suggestions on school-based curriculum development, school-based teaching research and teacher professional development are given and discussed.