Research On Teaching Attribute Of Teachers Teaching Book In Senior Middle School

The reform of the teaching materials can’t be ignored in the elementary education curriculum reform. As one of teaching materials, the teachers’ teaching book’s utilization rate is not high in the first-line teachers. That is the reason why the study chooses the subject. As the teaching tool, teachers teaching book’s function of teaching is the most important element. Based on literature study, this paper studies the teaching book teaching attribute, in order to find a way to solve the situation.The research question of this paper is as follows:1. What is the concept of Chemistry teachers’ teaching book and its teaching property? 2. How’s the progress of Chemistry teachers’ teaching book and its teaching property research at home and abroad? 3. It is the teaching function that makes teachers’ teaching book is different from the other materials. What aspects does Chemistry teachers’ teaching book’s teaching attribute contain? 4. In order to write valuable teachers teaching book, the usage of teachers teaching book need to be understood. Thus, what is the usage of teachers teaching book in China? What is the effect of teachers’ teaching book on teacher’s teaching? 5. Whether there is any difference and similaritie between the two countries of chemistry teachers teaching book’s teaching property?There are five parts in the study. Part Ⅰ is introduction. It mainly explained research ideas, meaning, questions, assumptions, design and methods. Part Ⅱ is the literature review, interpreted the core concepts of "Chemistry teachers’ teaching book", "teaching attribute" and so on. This paper expounds the study related research status domestic and foreign research. Part Ⅲ is the questionnaire preparation and implementation of this study. Questionnaire for measuring the object of teachers, mainly for a line of Wuhan city, Guangdong province, Anhui province, Shandong province high school teachers, the survey content includes teachers teaching book usage, the effect, the cause of the three dimensions. The questionnaire modified by prediction and analysis of its internal consistency, structure validity. Part IV is the comparative study of two versions of the mainstream teachers teaching book, and the consistency of "curriculum standard", situation analysis, teaching objectives, teaching strategies and learning evaluation, etc. Part Ⅴ is the summary, which includs the research conclusion and suggestion.There are five conclusions in this paper.1. Teachers don’t often use teachers teaching book, relatively, teachers use teaching books to prepare the new lesson, teachers focus on teaching objectives, teaching material analysis, interpretation difficult point. Most of the teachers’ satisfaction on teachers teaching book is not high.2. The teachers think they are improved on the idea of teachers, instructional design. Teachers teaching book can promote the teachers’ understanding of the curriculum idea and core concepts, teachers’ understanding of the basic process and methods of the study on chemical are also revealed.3. Questionnaire coding analysis showed that the teachers think the main factors affecting the use of teachers teaching book is the content of the book design. In contrast, teachers’ education concept, research level and knowledge level have low influence on them using the book.4. Female teachers use continually. Teachers who work less than five years, especially 3 to 5 years’ experience of teachers tend to use teaching book, which use more frequency than 5 years of teaching experience of teachers.5. Based on the two versions of the teachers’ teaching resources of China and the United States for text analysis, it found that the two versions of the teachers teaching book coincide with "curriculum standard" has been very good; "Chinese version" ’book theories are quite deeply, especially "course standard", followed by the learning analysis section; "American version" ’book’s teaching objectives are very clear, also it provides targeted teaching strategy and gives the diversity of evaluation.This study provides some enlightenment in China’s high school chemistry course book teacher’s teaching of writing and the teaching design. More activity design and the outstanding case template should be provided. Teaching objectives should be updated to control the teaching activities, guide the learning evaluation. In addition, for teachers teaching book will be better if its diverse types are diversity, layout design is more beautiful.