Research On The Value, Limitation And Method Of Material Content Reconstruction

With the changes of status and functions of textbooks, the belief,’using textbooks’is replacing the belief of’Teaching textkooks’. Under The New Curriculum Reformation, teachers are given the opportunities of reconstructing textbooks contents and teaching in creative ways based on textbooks. In practice, a lot of frontline teachers, however, lack deep understandings of the significance of optimized using of textbooks, they donot know the limits of reconstructing textbooks contents, morever, the ways that teachers reconstruct textbooks contents are not various. Based on the reasons above, the author identifies textbooks contents reconstruction as the research topic, analyzing the topic from dimensions of values, limits and ways, the author aims at providing both theoretical understanding and practical guidance for frontline teachers.Exploring the values of textbooks contents reconstruction from theoretical dimension, the paper investigated the current use of junior English textbook with multilple reaserch methods of questionnaires, classroom observations as well as interviews. At the end of the paper, the author summarized the limits and ways of textbooks contents reconstruction. This paper consists of five chapters, they are briefly summed up as follows.Chapter1clarifies the necessity and significance of textbooks contents reconstruction from the policy guide of The New Curriculum Reformation, practical requirements of frontline teachers as well as the expectations of the research of modern instructional theories.Chapter2defines the key terms of the paper,’textbooks’,’textbooks contents’as well as’textbooks contents reconstruction’, moreover, this chapter introduces both psychological and pedagogical bases of the research.Chapter3states the values and importances on overcoming the defects of textbooks, promoting the professional development of teachers as well as facilitating students’learning.Chapter4analyzed the actual situation of textbooks contents reconstruction based on investigations. By carrying out questionnaires, classroom observations as well as interviews, this paper investigated Engish teachers in six junior middle schools of Weinan. The survey results indicate that junior school English teachers in Weinan hold relatively positive views toward textbooks; the current junior English textbook is characterized by great diffculty, large capacity, reasonable structure and substantial contents; when preparing the lessons, teachers are able to make good instructional designs, during the lectures, most teachers can make flexible changes based on their instructional designs, after class, the majority of the teachers donot make rethink profoundly; when reconstructing textbooks contents, teachers pay much attention to integrating teaching contents, omitting difficult grammatical structures, improving students’English abilities, replacing the exercises as well as designing language contexts, meanwhile, teahchers donot provide students with enough cultural knowledge and learning strategies, textbooks contents reconstruction is examination-oriented, moreover, teachers are provided with enough chances of peer-coaching, but less opportunities of expert guidance, most teachers long to increase their availabilities of teaching resources and guidances on content knowledge, pedagogical knowledge as well as psychological knowledge. Based on the investigation results, the paper put forward the following suggestions:in order to improving teachers’reflective consciousness and capability, they should be provided with opportunities of theoretical guidances on teaching reflections; in order to improve their abilities of reconstructing textbooks contents, harmonious learning atmosphere should be created; teaching resources should be enriched so that textbooks contents reconstruction can be better achieved.Based on the analysis of the actual situation of textbooks contents reconstruction, Chapter5puts forward the strategies and ways of proper textbooks contents reconstruction. It is indicated that teachers should study the curriculum standard and textbooks deeply so as to make appropriate changes of textbooks contents; teachers should become active and reflective practitioners, moreover, teachers should be given various opportunities to improve the levels of textbooks contents reconstruction, such as collective lesson preparation, peer observation and in-service training, etc.Finally, conclusions are drawn and limitations and directions for future research are suggested.