Reflection On Compilation Of Chinese Textbook For Junior Middle School In The Perspective Of Constructivism Teaching Theory

In terms of Constructivist teaching theory,under the system of class teaching,the advantages and disadvantages of different learners’ academic performance,have less to do with the unity of the teachers’ teaching,but in their own "construction" of knowledge and experience.As the main object of the constructing action,also the ultimate and direct source of teachers’ teaching content-textbook,of course,should be our key research object.According to the theory of Piaget’s cognitive development stage,junior middle school students have been at the formal operation stage,fully able to construct their knowledge independently.This provides mental foundation for application of Constructivist teaching theory in junior high school Chinese textbook writing.Previous studies mainly concentrate Constructivist teaching theory in the teaching,while there are also curriculum research,but only on a macro level of curriculum and teaching material view,textbook problems involved in few of concrete.This paper studies,largely,it is in order to enrich and develop Constructivist teaching theory in the use of curriculum and teaching material view,specific direction of junior middle school language teaching material to write.With the continuous development of Constructivism and widely used in the field of education and teaching,Constructivism in the knowledge view,learning view,teaching view and view of teachers and students put forward many new ideas,and formed the teaching theory of Constructivism.Constructivism concept of knowledge holds that people understanding of the real world is a dynamic process of constant change.knowledge is not the objective truth fully reflect directly,it exists as only a kind of explanation or assumption and;the Constructivism learning theory see learning as a individual meaning construction process, socially and situationally; Constructivism teaching view points out that teaching is a process of social interaction through the cooperation between teachers and students,is also a impart knowledge and develop ability unifies the process of generating;Constructivist view of teachers and students considers teachers as organizers,collaborators and facilitator,encourage students to become self reflection and self management.In accordance with the above basic proposition,we can extract the basic ideas of Constructivism teaching theory in the textbook:objective to teaching material construction for the purpose, with ability development as the core; the selection of the teaching material content from the center of knowledge to learners and the objective environment; teaching material organization emphasized the situational and social knowledge transfer; teaching materials to implement fully respect students’ subjectivity.Based on these basic proposition and the basic point of view,we analyzed PEP’s writing for Chinese textbooks for junior middle school in macro scanning and micro review.The object of macro scanning is the compiling mode of textbooks,namely, the basic format specification of textbook writing.On the macro,in turn to the book,the unit,and the text, generalized the architecture. In the book,mainly introduced and briefly evaluated the physical properties and contents style of the textbook.In-class reading selection (the text) and writing,oral communication,comprehensive learning two parts constitute the basic framework of the unit.Furthermore,the analysis and evaluation of the type and style of the text.Micro review is to survey elements of the teaching material content. Generally, the Chinese textbook contents consists of texts selection system,knowledge system,reading system and comprehensive practice system.Texts selection system is divided into class selection system and reading selection system.Analysis of the characteristics of the knowledge system and those remarks are from the two aspects of content and form of knowledge system.The reading help system made up of text,charts,and exercise is also the main object we review.Comprehensive practice system is one of the characteristics of elements of the language teaching material contents,which is constituted by two parts,the comprehensive practice subject and comprehensive study.Under the guidance of Constructivism teaching theory, the junior middle school language teaching material write scanned for macro and micro, summed up the current junior middle school language teaching material for us to provide the premise for writing the wins and losses.For junior middle school language teaching material to write the summary of the gain and loss, the ultimate goal is to put forward the optimization tactics of the textbook.The optimization strategy is embodied in four aspects.One is the goal of the teaching material:focus students sense of active development of construction and ability. The second is the choice of teaching material contents:to the learners as the center, attaches great importance to the role of the objective environment; Three is an organization of the teaching material content:situational knowledge, promote the positive transfer of knowledge,Four is the implementation of the teaching material:respect the principal position of students, emphasizing learning autonomy.The teaching material’s goals are mainly reflected in three macro aspects:the textbook architecture focusing on students’ active construction,the unit architecture highlighting the student ability development and the text structure promoting the development of students’ ability and significance construction.The selection of teaching material contents demands that class selection system should center on students,and that reading selection system should guide and stimulate the student to read widely.Teaching material organization is embodied in two aspects,the system content which knowledge from life and higher than life and the system form giving attention to situation of knowledge to life.The implementation of the teaching material requires reading help system to emphasize the students’ learning autonomy and comprehensive practice system to fully respect the students’ subjectivity.