A Research On The Conceptions Of Textbooks Of Teacher Students In Teaching

Contemporary researches on teachers shift from the teacher's explicit classroom teaching behaviors to the teacher's beliefs and knowledge,that is,what kind of thinking leads teachers to adopt corresponding teaching behaviors.The conceptions of textbooks refer to people's basic understanding and views on the content,structure,function and use of the textbooks.As an important part of the teacher's educational conceptions,the teachers' conceptions of textbooks is the main factor that influences and determines teachers' use of textbooks.It fundamentally affects teachers' teaching behavior,which in turn affects the quality of teachers' classroom teaching and the development of students.The new curriculum reform of basic education requires teachers to change their traditional conceptions of textbooks and establish the new conceptions of textbooks compatible with the times.As the main force of future teachers,teacher students carry the philosophy of inheriting education and practice the arduous task of education reform.Their quality largely affects the overall level of the entire teaching staff.Teacher students' conceptions of textbooks are formed and developed in the long-term learning and teaching activities.As to the teacher students in teaching,classroom teaching is the most challenging test.Teacher students begin to use textbooks in the process of teaching.Teacher students' conceptions of textbooks will directly affect their adoption of the design and teaching strategies in classroom teaching as well as the effectiveness of teaching.So what is the current status of textbooks' conceptions of teacher students in teaching? What are the factors influencing the formation and development of the conceptions of textbooks? The discussion of these issues is of great significance in improving the curriculum of pre-service teacher education and improving the quality of teacher education,which becomes the focus of this research.This research is divided into theoretical research and empirical research.In theoretical research,the research results from domestic and foreign countries on the conceptions of textbooks have been mainly sorted out.Besides,the implications of the "new conceptions of textbooks" advocated by the current researchers from four dimensions of the conceptions of textbooks' content,structure,function and use have been figured out.The empirical research mainly grasps the present situation of textbooks' conceptions of teacher students in teaching through questionnaire survey and interview,and analyzes the gap between the conceptions of textbooks of teacher students in teaching and the "new conceptions of textbooks" advocated currently.The results of the investigation show that the textbooks' conceptions of teacher students in teaching have reached the basic requirements of the "new conceptions of textbooks" on the whole,but thereis a big distance between the textbooks' conceptions of teacher students in teaching in structure as well as function and the "new conceptions of textbooks".The textbooks' conceptions of teacher students in teaching show the characteristics of the "new conceptions of textbooks" in some aspects: the source and selection of teaching material should consider the internal logic and the characteristics of subject knowledge,students' learning needs and requirement of social development;the organization of textbooks should take both logical organization and psychological organization into account,and more attention should be paid to students' learning needs;approving "the example" function of textbooks in teaching,as well as the function in promoting students' overall development;believing that teachers can adjust the teaching content based on the characteristics of students,the subjects and the society,and the teaching resources can be properly created and utilized.Specific problems about the textbooks' conceptions of teacher students in teaching are mainly manifested in the following aspects: the understanding about the teaching materials is narrow,the understanding about the knowledge structure of textbook is one-sided,the consciousness viewing the teaching material as "learning materials" is not enough;the awareness to "the example" function of textbooks is not clear,the understanding of textbooks' fundamental value is traditional;textbooks and teaching reference books are always served as the only criterion in planning and class teaching.Based on the present study,the analysis of causes leading to the formation of the textbooks' conceptions of teacher students in teaching has been done from inner individual aspect and outer environmental aspect.The individual inner aspect refers to learning experiences of teacher students in teaching from the primary and secondary schools as well as their personal learning and teaching reflection.The outer environmental aspect includes the characteristics of textbooks,the related factors from practice school,and the external factors such as pre-service teacher education curriculum.According to the analysis of causes,it has been found that the individual factors have the greatest influence on the textbooks' conceptions of teacher students in teaching.Finally,this research put forward relevant suggestions on how to train and perfect the conceptions of textbooks for teacher students in teaching from four aspects:strengthening the theoretical study and practical reflection of textbooks for teacher students,strengthening the construction of textbooks,improving the pre-service education curriculum of normal colleges and universities,and perfecting the teaching support system of practice schools.