The Research Of Learning Activities In Junior High School Chinese Textbook Edited By The Education Ministry

The change of textbook from teaching orientation to learning orientation has aroused widely concern of the textbook compilation centered on the development of students.In the course of Chinese language,learning activities expand the conception of exercises in textbooks,and present the student-centered learning activities design,which guides the whole learning process.This study uses "the Revised Bloom's Taxonomy of Cognitive Objectives" to carry out the thorough analysis on the learning activities in junior high school Chinese textbook edited by the Education Ministry.It reveals the design features on the cognition level,the changes of cross-grades learning activities difficulties and its cognition level consistency with the fourth-level curriculum standards.On one hand,this study proves the guiding significance of "the Revised Bloom's Taxonomy of Cognitive Objectives",and constructs an analysis framework for the learning activities in junior high school Chinese textbook.On the other hand,this study also provides targeted suggestions for the newly used Chinese textbook by doing the textbook analysis.First of all,this study observes how learning activities are expressed in this edition of Chinese textbook and finds the ambiguity in the expression,which clarifies the value of "the Revised Bloom's Taxonomy of Cognitive Objectives" in the analysis of textbook learning activities.Then,based on the classification of learning content in Chinese Curriculum Standard(2011)and the cognitive processes dimension of the New Bloom's Taxonomy of Cognitive Objectives,this paper constructs an analysis framework for the learning activities in junior high school Chinese textbook in Ministry Education version.In addition,the reliability and validity tests have been carried out to examine the learning activities analysis framework.Using the analysis framework above,this study analyzes the junior high school Chinese textbooks(grade 7-9,six volumes).The conclusions are as follows.Along with the diversity of activities,this textbook highlights the design of analytical activities in the reading part.More advanced learning activities have been set up in general,while the cognitive level of students reflected in learning activities does not improve correspondingly with the increase of grade.Except the learning activities in reading and writing part meet the cognitive level required by the curriculum standard,the other aspects haven't reach the cognitive requirements.Accordingly,this study puts forward learning activities written and using proposals.For the compilers,the learning activities should be designed according to the characteristic of students' cognition development throughout different grades,and the activities requirements should be clearly defined by modifying the semantic ambiguity in learning activities expression.For teachers,they can refine the design of learning activities in textbooks to clearly trigger the cognitive process of students.In addition,they can also pay attention to the consistence of learning activities and objectives,and highlight the value of higher cognitive process.