A Comparative Study Of The Use Of Chinese Textbooks Eompiled By New Teachers And Expert Teachers In Primary Schools

The teaching materials have the function of outline and outline for the design and implementation evaluation of the curriculum,and occupy an irreplaceable position in the curriculum.Today,the construction of teaching materials has become the right of the state,and the planning,compilation,selection,management and evaluation of teaching materials have become an important issue in the national education affairs.Starting from the fall semester of 2017,the teaching materials on morality and rule of law(ideological and political),language and history of ordinary primary and secondary schools,prepared by the Teaching Materials Bureau of the Ministry of Education,will be put into use in the compulsory education stage,and "full coverage" will be achieved in all grades in the fall semester of 2019.The starting point of the compilation of teaching materials is to guarantee and achieve high-quality education,and the effectiveness of the use of teaching materials depends on the teacher level in their daily teaching practice is how to use textbooks.Therefore,the practice of different stages of primary school teachers how to use the compiled version of Chinese textbooks to carry out in-depth research,on the one hand,to help improve the micro-level primary school teachers textbook use of practical activities,the development of teachers' professional development theory and solve practical problems also have inspiration,on the other hand,teachers as one of the most important users of textbooks,teachers' user experience is also to improve the teaching material system,improve the quality of teaching materials an important support,It can provide reference for the revision of teaching materials for the whole subject of compulsory education,which will be launched in2021.Based on the practical problems in education and teaching,this study locates the research field of "teacher teaching material use" and builds the framework for the analysis of the use of teachers' textbooks from the perspective of unit learning design,.Taking case studies as the main research method,Z Primary School in Shanghai was selected as the target school,new teachers(Q teachers)who had just been on the job for 3 years,and expert teachers(H teachers)who had been on the job for more than 20 years were selected as the research objects,and a comparative study on the use of textbooks among noyds and expert teachers was carried out.In the course of the study,we collected the materials of teaching plan,classroom record,classroom observation table,teacher interview and so on,and used text analysis and video analysis to analyze the teaching process of the fourth unit of teachers based on the fifth grade of primary school language,mainly to explore the characteristics of textbooks used by teachers in the teaching of the natural unit of teaching materials and the idea of unit learning design and implementation.The research and analysis show that: under the influence of the new curriculum reform concept,whether no new teachers or expert teachers have the main "material-type" teaching material concept,but there is a misal position in the practice of teaching with textbooks under such concepts,"teaching with textbooks" not only with content,but also give full play to the structural function of textbooks,to establish a link between supplementary resources and learning content.Secondly,compared with new teachers,expert teachers can,with the goal of cultivating students' language literacy,understand and study textbooks on their own,help students to use textbooks on their own,while new teachers are limited by experience and present the characteristics of "step by step" use.From the perspective of unit learning,the unit design consciousness and practice of new teachers are weak,on the one hand,the understanding of the unit is still stuck in the content collection,rather than the understanding of the learning process unit,on the other hand,it is concerned with the external assessment and teaching consistency,pay attention to the achievement of teaching knowledge objectives.In the course of teaching,expert teachers can series unit learning content,carry out the overall learning design,especially reflected in the unit objectives throughout,but the design of the core tasks of the expert teachers for the unit is not obvious,for the subject knowledge into the real situation of the task to be improved.Based on the above analysis and results,this study puts forward corresponding suggestions for the improvement of the two teachers,first of all,the two teachers need to strengthen their own "material-based" teaching materials understanding,strengthen the understanding and research of textbooks,improve the use of teaching materials literacy.For new teachers,it is necessary to make full use of or actively seek external support,actively participate in teaching and research and observe learning,at the same time,we need to pay attention to daily teaching reflection,and the use of teaching materials into daily teaching reflection,improve reflection to achieve professional promotion.For expert teachers,teachers need to set up a leading unit learning task based on the unit objectives on the basis of understanding the content sequence of textbooks,and improve the quality of teaching materials by carrying out thematic teaching research.In addition,for schools,there is a need to change the cultural climate:first,to establish a professional community of teachers,to carry out research on the subject of textbook use,so as to run in schools,to play a role in teaching;Finally,for textbook writers,it is necessary to establish communication channels with the user and receive feedback and suggestions from the user.For teachers,add more tips under the idea of unit learning,and for students,textbooks should play more role in favor of students,highlighting the function of learning materials.