A Case Study On Textbook Use Of Chinese Teacher In Junior Middle School

With the new curriculum reform deepening in basic education, the study on use of textbook which is regarded as the main carrier of classroom teaching has been focused by many teachers and researchers. In field of educational research, the researchers has done further research on teachers’ understanding of textbook, teachers’orientation of textbook use, the behavior of textbook use. Due to textbook’s own inherent value and limitations, textbook use is an ideal way for teachers to achieve professional development, and there exist some problems in the teachers’textbook use. So, it is necessary for teachers to promote textbook use level. Study on teachers’textbook use will further improve the theory research and solve problems existed in the practice.The textbook use is an individualized activity, and it is hard to collect the research data by the way of quantitative investigation. So, it is a reasonable choice to analyze textbook use by case study. This research mainly uses the qualitative investigation through methods such as classroom observation、 interview and object collection. Based on case study, teacher T is chosen as the research object who is a grade eight teacher of Chinese in a common junior high school R in Beibei district of Chongqing. The present situation for textbook use through study is shown as follows:on the textbook understanding, on one hand, teacher T views textbook as old friend, who can provide guidance and advice, on the other hand, teacher T misunderstands textbook as a tool to ease tensions between teachers and students; on the use of textbook, teacher T adjusts unit order flexibly, increase or decrease the teaching content, and attempts to change composition teaching task combined with students management. Teacher T’s behavior of using textbook shows that she can use textbooks freely based on her understanding of textbooks, using textbook differently according to different content, choosing the way of using textbook flexibly according to the importance of the teaching content and, there exists a large contradiction between her intention of textbook use and understanding of textbook.When using textbook, Teacher T is affect by factors such as school curriculum management institution, the evaluation institution, teacher collaborative culture, teachers’professional knowledge, teacher’s teaching task and the students’cognitive level and so on."Lecture draft" which is the center of curriculum management increases teacher T’s psychological burden to use textbook;"Score first" evaluation institution makes her behavior of using textbook unwilling; The utilitarian teacher cooperation makes her solitary in use of textbook; Excellent basic quality let teacher T use textbook with high proficiency, but lacking of pursuit for professional development limits the improvement on her teaching quality; The heavy teaching task take up her time that teacher T should studies textbook and reflect on textbook use; Teacher T were forced to give up some teaching content because of low level of students’cognition.Combined with the present situation of teacher T’s textbook use, the four following advice to improve her ability to use textbooks are provided:The purpose for using textbooks should transfer from scores orientation to focus on the students’subjective and sustainable development; making the process of using textbook a dynamic unification of presupposition and generation; in the discussion on use of textbooks with colleagues, teacher T should promote cooperation and construct harmonious atmosphere for cooperation actively; teacher T should carry out teaching reflection actively, participating in school related subject research actively, setting up the education scientific research consciousness and training education scientific research ability.