Research On The Current Situation Of "Textbook Processing" In Junior High School Chinese Textbooks

Textbooks are compiled according to curriculum standards,which is an important basis for teachers' "teaching" and students' "learning".From the perspective of teachers,and puts forward higher requirements for teachers handle the teaching material compile for universal use textbooks,teachers not only should carefully read the teaching material,combing the teaching material,more important is to require teachers on the basis of the combination of specific teaching situation,in order to cultivate the students' accomplishment of core as the main line,according to the specific condition of students,to supplement,adjust and expand scientific way,in the process of preparation of teaching materials for processing.This study will start from the "textbook processing" of junior high school Chinese textbooks,and proceed from three aspects to specifically study the status quo of "textbook processing" of junior high school Chinese teachers and put forward feasible Suggestions on "textbook processing".First,the concept of "textbook processing" is defined.In this study the existing "material handling" theory and practice based on the analysis of the investigation,combined with the characteristics of the language teaching material processing,starting from the actual teaching activities,to define the concept of "material handling" made: materials processing refers to the teachers in the preparation stage,the curriculum standard,a clear teaching goal,understanding learning,on the basis of "teach what" "how to teach",in order to solve the problem such as "how to improve teaching quality" as the guidance,reasonable processing and integration of the teaching material on method.Second,constructs the junior high school Chinese teacher "the teaching material processing" the analysis frame.Based on the research and teaching practice of "textbook processing" in junior high school Chinese,an analytical framework of "textbook processing" is constructed.The framework is composed of three parts: content,method and process.Based on the constructed analytical framework,two research tools are developed and designed in this study,which are "textbook processing" questionnaire and interview outline for junior high school Chinese teachers.Using these two research tools and samplingsurvey,150 middle school Chinese teachers were randomly selected from the public junior middle school in hongtong county,linfen city,Shanxi Province as samples,and data and statistical software SPSS21.0 was used for data processing.On this basis,six teachers were selected as the interviewees,and the on-the-spot notes and recordings were collected and analyzed into written materials.In terms of data analysis,frequency and mean are adopted to analyze teachers' understanding of the three aspects.Anova was used to analyze whether Chinese teachers in different educational backgrounds,ages and regions would affect the processing of textbooks.Third,puts forward the suitable junior high school language teacher "the teaching material processing" the feasibility suggestion.Based on the analysis of the factors that influence the teaching material processing,it is found that the teaching material view of teachers,the cognition of the relationship between students and teaching material,and the cognition of the relationship between curriculum standards and teaching material all have an impact on the teaching material processing.Main is:1.In terms of the content of textbooks,teachers have a full understanding of the importance of exercises after class and pay more attention to the ideas,background,emotion,motif and other aspects of the text.2.In terms of textbook processing and use,teachers are used to using the extension method,but the presentation method is single,and there is the phenomenon of "cramming" the extension material into students.3.In the process of teaching materials processing,there is the phenomenon of omission of the processing links,the phenomenon of relying solely on instructional books to process teaching materials,and the phenomenon of the disconnection between individual lesson preparation and collective lesson preparation.In order to improve the ability of "textbook processing" of junior high school Chinese teachers and change the current situation of "textbook processing",this study puts forward the following Suggestions: firstly,teachers need to have a scientific understanding of textbooks,innovate the idea of textbook processing,strengthen the ability of textbook processing,and improve the quality of textbook processing.Secondly,teachers should correctly understand the relationship between students and textbooks,so as to meet students' needs and stimulate students' interest.Thirdly,teachers need to grasp the relationship between curriculum standards and textbooks,and deepen their understanding of curriculum standards based on new curriculum concepts and core qualities.