Cross-case Study On Textbook Interpretation Of Mature Primary School Mathematics Teachers

The interpretation of textbooks is the demand of teachers’ professional development as well as the new curriculum reform.At present,in primary schools,some mathematics teachers cannot effectively interpret textbooks.The author hopes to provide some references for other teachers to interpret textbooks by studying and analyzing the process of mature primary school teachers to interpret textbooks.This paper discusses the interpretation of textbooks for mature primary school teachers from six parts.Chapter 1 is the introduction,which proposes the subject of this study from the problems existing in the practice of teachers,the requirements of new curriculum reform,the needs of teacher professional development and so on.This study has practical significance in promoting the professional development of primary mathematics teachers,improving the quality of classroom teaching,and innovating the training methods of primary mathematics teachers.Chapter 2 is literature review,to mature the teachers,the textbook reading text interpretation and other core concepts defined,to clarify the types,levels and dimensions of the textbooks text reading in general,the text has three layers of meaning: the reader,the meaning of the author,the text meaning,symbolic significance,is the significance of text text author sex and education significance,accordingly,to the understanding of the textbooks have three levels: the level of the symbolic interpretation;The level of authorship;The level of educational interpretation.The purpose of this study is to interpret textbook stories through sample teachers,explore how they interpret textbook texts at these three levels and transfer textbook interpretation from symbolic interpretation to educational interpretation.This chapter also makes a summary of the relevant studies on textbook interpretation.In general,the domestic and foreign studies on the textbook interpretation of primary school mathematics teachers are mostly concentrated on the theoretical level,with little empirical research.This provides space for the qualitative research methods used in this study.Chapter 3 is the research design,which designs the research from five aspects: research ideas,methods,sample selection,researcher role positioning,data collection and processing.In general,this study focuses on qualitative research and combines observation method with interview method.Chapter 4 textbooks for sample teachers read stories,from their symbolic interpretation of mathematics textbooks text,the author interpret,educational reading these three levels,combing textbook reading the story of three samples of teachers,and explores how they interpret the text from the story,the textbook reading from a low level of symbolic interpretation transition to a high level of educational interpretation.Chapter 5 is the comparison of the interpretation of sample teachers’ textbook texts.This paper analyzes the four dimensions of the textbook interpretation of mature primary mathematics teachers from the commonness of the textbook interpretation of mature primary mathematics teachers and summarizes the influencing factors.Chapter 6 is the enlightenment of sample teachers’ textbook text interpretation.Teachers interpret textbooks for the purpose of completing teaching tasks,promoting students’ development and professional development.Teachers should interpret the "problem-situation string" in the textbook text.In the interpretation of the text,we should have the consciousness of curriculum standards,expand our own knowledge structure and content,be sure of the author’s original intention and educational consciousness,and interpret the text from the perspective of children.Finally,in the process of interpreting textbooks,self-interpretation,communication interpretation,cooperative interpretation and guidance interpretation can be adopted.The seventh part is the conclusion.Based on the reflection of the research,it points out the problems and shortcomings in the research.Teachers’ textbook interpretation is the content of teachers’ professional development.Improving the level of teachers’ textbook interpretation can improve classroom teaching effect,promote students’ development and stimulate teachers’ progress.This study starts with the theory of text meaning,divides the text interpretation of teachers’ textbooks into different levels,and answers the question of how primary school teachers can interpret textbooks in practice,which has practical significance.