Adaptability Study On Primary School Chinese Teachers By Using The Official Textbooks

As the carrier of the concreteization and dissemination of knowledge,the textbook needs to interpret and transmit the value of the textbook through the teacher's teaching.The teacher's appropriateness to the textbook determines the realization of the educational effect.Starting from 2012,it took five years to complete the editorial,review and test.In the autumn of 2017,the Chinese language textbooks by official were put into use nationwide,and the 15-year-old PEP textbook(hereinafter referred to as the old The textbook)officially withdrew from the historical stage.The official Chinese language textbooks were published.Although they were not completely subverted to the old textbooks,they were also greatly adjusted on the basis of the old textbooks.These adjustments range from writing ideas to problem sets.At this time,the teachers need to face new teaching materials.This requires teachers to break the previous teaching habits,and to reinterpret and reuse the Chinese textbooks compiled by the ministry,and the teachers interpret and use the textbooks.The quality of teachers' interpretation and use of the compiled textbooks affects the adaptation of the textbooks,and further affects the realization of the value of the textbooks and the development of students.In particular,teachers who have used old textbooks for a long time gradually reach a relatively balanced state with the old textbooks during the teaching of old textbooks,and form a certain cognitive inertia and behavioral dependence in this process.What about their adaptability when teachers use the Chinese textbooks? Based on the above reasons,this study takes the primary school Chinese teachers as the research object,and focuses on the core theme of the adaptability of the textbooks,and considers and discusses the following issues:1.What are the specific changes in the official Chinese language textbooks compared with the old textbooks? Do teachers clarify these changes?2.Can teachers correctly interpret the content of new textbooks and effectively teach them in classroom teaching? That is,how does the teaching material adapt to the current situation?3.Dose teachers have difficulties in the application of new textbooks,and why?4.How to solve the dilemma of teachers?In response to the above doubts,the author compares and analyzes the official Chinese textbooks edited by the primary school with the old textbooks,and explores the "new" content of the Chinese textbooks from the macro,meso and micro perspectives,laying a solid foundation for the formation of research tools.On the basis of the "new" content of the Chinese textbooks compiled by the Department,the author consulted relevant literature,conducted classroom observations,listened to the opinions of frontline teachers,and constantly adjusted and revised the research tools(questionnaires and interviews)of the research.Then,some teachers who used the Chinese textbooks in the Department of Sichuan and Chongqing were selected as the survey objects to collect data and interview data.Through the analysis,the following conclusions can be drawn: the primary school Chinese teachers can basically adapt to the textbooks,and also achieve certain results in the classroom teaching,and accumulate some valuable experience.Under in-depth discussion,the author also found that some primary school Chinese teachers have some difficulties in the adaptation process of the textbooks,which are mainly reflected in the following three aspects: the understanding of teaching materials is one-sided,the implementation of teaching materials is superficial,and the implementation of teaching objectives is uncertain.Through in-depth interviews with different teachers,this study finds that teachers themselves,teaching materials,teaching materials training,evaluation methods,school geography,class size and other factors work together to make teachers' teaching materials adapt to the predicament.In order to solve the dilemma of the primary school Chinese teachers in the use of the textbooks and improve the adaptability of teachers' textbooks,the author mainly puts forward corresponding suggestions from teachers,textbook compilers,schools and related education departments.From the teacher's point of view,we need to do the following three things,and strive to make progress: break the old cage,practice the true skills;adapt to local conditions: practice the true knowledge,re-education and reflection;learn from others: take the long of others,make up their own short.From the perspective of textbook compilers,it is necessary to continuously optimize the content of the textbook to prevent polarization.From the perspective of schools and related education departments,it is necessary to do the following three points: necessary experts to lead,a variety of teaching materials training;no heroes in performance,more reasonable evaluation methods;help school-based teaching and research,and promote regional unity.