| In recent years,the research on teachers at home and abroad has gradually changed from focusing on teachers’ explicit behavior to focusing on teachers’ internal beliefs and knowledge,that is,corresponding teaching behavior is chosen and made based on thinking styles of teachers.As one of the internal ideas of the teachers,the concept of textbooks generally refers to teachers’ understanding and views on the content,structure,function and use of textbooks,affecting teachers’ use of textbooks.By strengthening the research on the conception of textbooks,we can improve teachers’ teaching behavior and enhance the efficiency and quality of teaching.However,the premise of the research on the conception of textbooks is to clarify its connotation and analytical dimensions,and provide a solid theoretical foundation for the research on the type,use orientation and influencing factors of the view of textbooks through scientific analysis framework and empirical basis.The conceptions and opinions of TCSOL on textbooks have a profound impact on promoting the process of high-quality and sustainable development of TCSOL and even international Chinese education.Therefore,the author takes TCSOL as the research object,through clarifying the research dimension of conceptions of textbooks for TCSOL,constructs an evaluation scale of conceptions of textbooks for TCSOL,and explores the specific content and characteristics of conceptions of textbooks for TCSOL.Through researching and sorting out relevant literatures at home and abroad,the author firstly clarifies the specific connotation of the conceptions of textbooks for TCSOL: TCSOL’ basic understanding and opinions on the objectives,content,structure and teaching of international Chinese textbooks;then determines the four first-level dimensions of the conceptions of textbooks for TCSOL,the objective view of textbooks,the content view of textbooks,the structure view of textbooks and the teaching view of textbooks;and further explores the 11 sub-dimensions and 53 items of the conceptions of textbooks for TCSOL by combining with the theory of textbooks compilation and forms an " Evaluation Scale of Conceptions of Textbooks for Teachers of Chinese to Speakers of Other Languages".Through exploratory factor analysis of the pre-survey data,it is found that the reliability,validity and relevance of the various dimensions and items of the scale are effective,and the content of the scale is finally determined,which contains 9 items(questions 1-9)in two sub-dimensions: functional orientation and value orientation;the content view contains 15 items(questions 10-24)in three sub-dimensions of content orientation,content selection,and content characteristics;the structure view contains 9indicators(questions 25-33)in three sub-dimensions: knowledge structure,arrangement structure,and set structure;and the teaching view contains 20 indicators(questions 34-53)in three sub-dimensions: analysis of textbooks,use of textbooks,and evaluation of textbooks.Through a survey of 45 TCSOL(China)by using a scale as the main body of the questionnaire and a comprehensive analysis of the data,the teacher’s view of textbooks is clarified.The results of the survey are as follows:1.In terms of the objective view of textbooks,focus on academic orientation.Specifically,most of the teachers pay attention to teachers’ teaching and interestinspiring functions,and emphasize multiple value orientations concentrating on "acquisition of Chinese knowledge and communicative competence".2.In terms of the content view of textbooks,a comprehensive content-oriented view centered on the learner’s experience is formed through emphasizing a composite content selection view based on multiple standards,and focusing on the characteristics of diverse content based on the characteristics of the times.3.In terms of the structure view of textbooks,although teachers pay attention to methodological and structural knowledge,they tend to apply a holistic view of knowledge structure.They choose a material-based layout structure in the layout of textbooks and attach importance to the role of learners.And in terms of the textbooks,the vertical and orderly network structure is recognized.4.In terms of the teaching view of textbooks,teachers first attach importance to the understanding of the attributes of the textbooks and the understanding of the conceptions and characteristics of the textbooks.The use of textbooks is based on the orientation of adjustment,but it also shows the trend of creation orientation.Finally,in the evaluation of textbooks,it tends to be objective and actual evaluation standards.In addition,different teachers have different conceptions on textbooks.Based on the survey data,this paper also analyzes the differences between the conceptions on textbooks for male and female TCSOL,novice and experienced TCSOL.It is found that different types of teachers have different characteristics in all aspects of textbooks.Specifically,for example,female teachers tend to be more adaptable in the use of textbooks,while male teachers show a loyal orientation;novice teachers have a more comprehensive view of objective and content,while experienced teachers have a more centralized and unified understanding towards the objectives,content orientation and selection of textbooks.Finally,based on the empirical and investigative research process,the author puts forward three practical suggestions for improving the conceptions of textbooks for TCSOL in this paper,including strengthening the learning and training of relevant theoretical knowledge,establishing and improving the support system of teachers’ conceptions of textbooks,and actively improving their professional comprehensive quality.At the same time,the author also puts forward specific suggestions for improving the quality of international Chinese textbooks compilation,which are to improve the adaptability of textbooks content,strengthen the timeliness of textbooks content,and optimize the coordination of textbooks structure. |
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