The Learning Materialization Research Of Junior Middle School Chinese Textbooks Published By People's Education Press

The International Education Development Committee of the United Nations Educational,Scientific and Cultural Organization(UNESCO)stated in the report of Learn to survive-education world's today and tomorrow that“Nowadays,we focus on the self-study principle during the education and learning process,especially self-study with the appropriate help,which has an irreplaceable value in any education system” in 1972.This report pointed out that the importance of self-study to students.In this regard,as education,it is to consider how to enable students to learn by themselves,learn to build their own knowledge,learn to explore,cooperate and then access to skills and enhance ability.Teaching materials is not only the media to achieve the purpose of education,but the materials to go on teaching activities for teachers and to help students self-study.Since the implementation of the new curriculum in 2001,junior high school's Chinese teaching materials have undergone tremendous changes from the “one class” to “a multi-class”,and from “just for the center” to “concerning about the comprehensive development”,which have changed both in contents and shapes.There are also several amendments in the PEP junior middle school Chinese textbook.From the angle of“learning materialization”,this article tries to study the textbook of the 2011 curriculum standard of the latest revised textbook in the junior middle school(i.e.revision of the 2011 curriculum standard),analyses the situation of “learning materialization”,and optimizes the teaching materials.First of all,it defines the basic concepts of “Teaching Material”,“Textbook”,“Learning Material” and “Learning Materialization”,and expounds the connotation of“Learning Materialization”.Secondly,based on the connotation of it,the author analyzes the learning materialization from the compiling idea,the content structure,the selection part,the practice part,the reading part,the knowledge part and the presentation of the textbook(i.e.the textbook of the 2011 edition)and the reflective situation in “Learning Material”.What's more,teachers and students conduct questionnaire surveys and interviews and the current teaching materials of the “Learning Material” situation in the teaching practice.Finally,on the basis of the text analysis of teachers and the questionnaire survey and interviews of teachers and students,the author puts forward to somesuggestions and opinions on the optimization of Chinese textbooks in junior middle school.It points out that the content structure of teaching materials should be enriched and the content of language composition elements should be perfected with the classical translation of the text;In the design of selection parts,we should deal with the relationship of “quality”and “quantity”;In the practice parts,it needs to increase the diversity as well as multi-choices of class exercise for the purpose of personalizing it.The design of the reading part should be paid more attention to the connection of the chart and extracurricular extension,provided reading the recommended contents,and increased the flexibility of choices;The part of training knowledge be paid attention to procedural knowledge and the combination of narrative and procedural knowledge which improves the presentation mode,pays attention to the situation and realizes the dialogue between students and knowledge.As to the presentation mode,we should stress on the diversity of presentation;In the design of the printing style,the style,typesetting,blanking and other issues still need to be focused on.