Investigation And Research On The Use Of Exercises After Class In A Unified Junior High School Chinese Textbook In A Region Of Southern Xinjiang

Chinese textbooks are the concrete presentation of Chinese curriculum standards,the main tool to promote a new round of curriculum reform,and an important carrier to inherit Chinese culture and will.In September 2017,the Chinese textbooks for compulsory education compiled by the Ministry of education began to be fully implemented and used in Xinjiang.Xinjiang is a multi-ethnic area,with ethnic minorities accounting for 59.9% of the total population.Among them,the ethnic minority population in southern Xinjiang accounts for more than 85%.There is a high proportion of ethnic minority students in schools at all levels.In addition,the new teaching materials in Xinjiang are still in use for a short time,and the proportion of Chinese teachers graduating from non Chinese majors is relatively high,compared with other provinces in China,The use of junior middle school Chinese textbooks compiled by the Ministry of education in Xinjiang will face more difficulties.This study takes the use of after-school exercises in Chinese textbooks compiled by the Ministry as the research object to explore whether the after-school exercises have played their due value and what factors affect the use of after-school exercises in textbooks.Based on the systematic analysis of the after-school exercises of six volumes of junior middle school Chinese textbooks compiled by the Ministry,this study obtains the current situation of junior middle school Chinese teachers and students using the after-school exercises compiled by the Ministry in a certain area of Southern Xinjiang through questionnaire survey,individual interview and classroom observation: according to the principle of Bloom’s classification of educational objectives,most teachers and students use after-school exercises In the analysis stage,it can be basically judged as medium use level.It is mainly manifested in the poor cognition of teachers and students to after-school exercises,insufficient attention to after-school exercises,poor evaluation and creativity in the use process,and lack of methods to correctly use after-school exercises.According to the current teaching situation and the use of teachers and students,we find that those Classrooms Based on students’ living background,language and knowledge reality and positive interaction between teachers and students have a high level of use of exercises in textbooks after class.In fact,this is the culture response teaching method which has been proved to have a good teaching effect.Therefore,according to Bloom’s classification principle of educational objectives and the theoretical basis of cultural response teaching method,this paper puts forward thoughts and suggestions from three aspects: pre class preparation,classroom implementation and after-school reflection and evaluation.When preparing for class,we should correctly understand the important role of after-school exercises,balance the relationship between teachers’ guidance and autonomous learning,and mobilize students’ subjective initiative to improve the effect of after-school exercises;Teachers should use more cultural response teaching methods,make use of students’ familiar resources and creatively use after-school exercises.After class reflection should be good at finding problems,solving problems,and summarizing effective methods to solve problems.So as to comprehensively improve the use level of after-school exercises compiled by the Department.