Research On The Usage Level Of The Geography Novice Teacher In Wuhan High School

Textbooks are an important tool for teacher teaching and student learning.Based on the theoretical framework of the use of high school geography teachers' textbooks,the researchers used the literature research method to sort out the basic situation of the use of teachers' textbooks,and used the questionnaire survey method to understand the use of geography novice teachers' textbooks in Wuhan high school from a macro perspective.From the microscopic point of view,the law and interview method deepen the real classroom and the communication among teachers,and explore the current situation of the use of high school geography teachers' textbooks.On the basis of understanding the current situation of the use of novice teachers' textbooks,the author analyzes the existing problems and proposes corresponding solutions.This research mainly includes the following stages:(1)The first stage:on the basis of combing domestic and foreign materials,the concept definition of the textbook usage level of high school geography novice teachers is defined.Based on the theory applied in this study,the high school geography teacher textbook use level scale was constructed.After the expert consultation,the rationality and weight of each index were assigned,and the research use scale was finally determined.(2)The second stage:use the questionnaire survey method to investigate the overall level of the use of Wuhan teachers' textbooks.According to the survey results,according to the Likert-type five-level scale,Wuhan high school geography novice teachers "evaluate the use of textbooks" in "Pre-class:Reading Textbooks","Course:Using Textbooks" and "After Class:Judging Textbooks" The level of use of textbooks with "rethinking the use of textbooks" is mostly at the level 4(frequent)stage,while at the level 3(occasionally)stage of "post-class":"textbook amendments".(3)The third stage:use classroom observation method and in-depth interview method to deeply diagnose the use of teachers' textbooks.The results of classroom observations showed that the score of the teaching age was 27.75 within 1 year,the score was 25.25 in 3 years,and the score was 31.5 in 5 years(the total score was 40 points).The interview results showed that the score of the teaching age was 47.5 within 1 year,the score was 48.75 in 3 years,and the score was 48.75 in 5 years(60 points in total).Therefore,the teacher's textbooks used within one year(75.25 points)and three years(74 points)used the level 3,the regular used level,while the teachers who teached about 5 years(80.25 points)was at level 4,and the level of integration is used.(4)The fourth stage:analyze the existing problems based on the results of empirical research."Before class" is mainly about the high degree of familiarity with textbooks,but the degree of appropriateness of interpretation needs to be strengthened;the "secondary development" of textbooks during preparation for less time is not strong,and more tends to replace textbook resources.The "in class" is mainly about the low utilization of resources in textbooks;the lack of grasping of generating resources;it is difficult to play the potential functions of textbooks in the teaching process."After class" is mainly to evaluate and reflect the effect of teaching one-sided;less corrections and improvements.In response to the above questions,the author proposes the following strategies.Namely,"Before the class",we should deeply interpret the textbooks,scientifically and reasonably play the function of textbooks;familiarize with different versions of textbooks and effectively select the best teaching content;"in class",we should optimize and integrate textbook resources based on curriculum standards;content of static textbooks;make full use of the materials of textbooks,and play the potential functions of textbooks;"after class",we should be aimed at teaching effects,strengthen evaluation and reflection with peers;and develop an effective textbook improvement plan.