| As an important carrier of carrying forward the national will and cultivating the ideological sentiment,the research of Chinese teaching materials has always been an important subject of Chinese curriculum reform and teaching research.Since 2012,the compilation of the Chinese textbooks have been officially launched,which are uniformly compiled by the Ministry of education.After a series of efforts,such as repeated trial teaching,testing,examination,etc.They were finally put into use in the first grade of junior middle school in some provinces and cities in the autumn semester of 2016,and put into use nationwide in 2017.In 2020,the junior middle school official Chinese language textbook in China has been unified nationwide.Compared with the PEP textbook(hereinafter referred to as the “original textbook”),this time,a great deal of changes have been made to the part of the textbook,ranging from the purpose of compilation to the exercises,which are all oriented to the society with a new attitude.As the most direct interpreter and executor of the textbook,teachers are the key to the smooth implementation of the official Chinese language textbooks.This requires teachers to fully understand the innovation of teaching materials and actively adapt to the innovation and development of teaching materials.What is the degree of teachers' recognition of the official textbook,and what are the teaching behaviors of different teachers in the process of using the official textbook,This should be the necessity of research.Based on the above reasons,six teachers from the third teaching and research group of S junior middle school in Zhengzhou City,Henan Province were studied.Through data collection,classroom observation,interview and other methods,this paper investigates the use and adaptation of six Chinese teachers in the daily teaching process,finds and sums up the factors that affect teachers' adaptation to the part of the textbook,and then puts forward corresponding suggestions to speed up the pace of teachers' adaptation to the part of the textbooks.This study is composed of five parts:The first part is the introduction,which explains the research background,core concepts,research status at home and abroad,research significance,research design and so on,so as to pave the way for future research.The second part analyzes the textbook compiled by the official Chinese language textbooks.Based on the original textbook,the “new” of the textbooks are analyzed in detail,including their compilation basis and presentation characteristics.The changes of the textbooks in compilation purpose,content selection range,content presentation mode,Preparation and production level are preliminarily mastered.The third part is to investigate the adaptability of six teachers to the departmental textbook.From the following five dimensions: Chinese curriculum standard,compilation purpose,content selection range,content presentation mode,compilation and production level,it respectively examines teachers' degree of psychological identity and teaching behavior performance.It mainly investigates teachers' psychological and behavioral changes,reflecting teachers' use of the departmental textbook The efforts and perplexities in compiling this textbook are objectively and comprehensively stated and analyzed.The fourth part-in view of the adaptation of the teachers in the third part to the official Chinese language textbooks,it makes a detailed attribution analysis,explores the specific performance of their adaptation difficulties,and analyzes the influencing factors from the internal and external factors of teachers.In the fifth part,based on the analysis of the specific performance and influencing factors of the official Chinese language textbooks of teachers' inadaptability,some specific suggestions are put forward,which are explained from the three perspectives of teachers,textbook writers,schools and relevant education departments,hoping to play a certain role in the future teaching work of teachers,truly understand and creatively use the teaching materials,and then can completely to adapt to the changes brought about by the compilation of the textbooks. |
